Just like a tree
HA’SHORASHIM (THE ROOTS) THE 2021 CAPITAL APPEAL ANTHEM
This year our students had the unique opportunity to work with celebrated composer and lyricist, Alice Chance, to develop a school anthem especially for the Capital Appeal. Following a series of workshops with Primary and High School students, Ha’Shorashim (The Roots) was born. The words of the anthem so powerfully reflect all that is Emanuel. It speaks of our deep connection to our history, our commitment to Tikkun Olam, our traditions, growth and togetherness.
On the hill
By Michelle Favero, Capital Appeal Co-Director (Marketing and Events)
Translation (not sung)
We give respect to tradition/that which is passed on
HA’SHORASHIM
Mi’dor le’dor anachnu g’delim
We gaze ahead to all that’s yet to come This Gadigal soil on which we gather Is rich with story, scarred but beginning to heal (mm ma’so’ret, chesed)
So too for me My roots go deep They teach me love They let me dream
The roots go deep They feed the branches Brighten the leaves
It’s here our voices come together Join with all those echoes filling the air still Here on the hill (ma’so’ret, chesed)
From this place
From generation to generation, we grow As we grow, we reach towards the light As we dream, we become all that we might
In this place
Oh, these roots of ours go deep They feed our branches
Ha’Shorashim premiered at Music Camp, the one and only opportunity to share the beautiful lyrics with a live audience before lockdown.
We stand, faces lifted to the sun
Oh, ha’shorashim shelanu amukim Hem not’nim chayim la’a’na’fim Anachnu not’nim la’ma’so’ret,kavod
Our virtual choir performed a moving rendition of the Anthem, with the help of students and staff, which was featured at Emanuel B’yachad.
Written by Alice Chance in collaboration with Liat Granot, Myles Cohn, Ezra Hersch, Guy Rein, Jordan Stein, and Ruth Harvey
On the hill
Ha’Shorashim, sung by the Senior Choir and recordedlockdownduring
1EmanuelEmanuelEmanuelSchoolSchoolEmanuel EmanuelYearbookEmanuelEmanuelSchoolSchoolEmanuel2021
2 Principal’s Report 4 Creating Our Bright Future 8 Dux and Proxime Accessit Duci 11 Duxes: Years 7-11 11 HSC Success 12 Innovation in High School 13 Innovation in Primary School 14 Gifted and Talented 16 Wolanski Family Specialist Learning Centre 17 Our Year 12 18 HIGH SCHOOL English 20 FreezeFrame 23 Mathematics 24 Science 26 Jewish Studies 28 Hebrew 30 HSIE 32 FreezeFrame 34 Technologies 35 Visual Arts 38 HSC Visual Arts 40 Music .................................................... 42 Drama 44 STEAM 46 Computing 47 French 48 PDHPE 49 Library 50 FreezeFrame 51 PRIMARY SCHOOL Head of Primary Report 54 FreezeFrame 55 Year K 56 Year 1 58 Year 2 60 Year 3 62 Year 4 64 Year 5 .................................................... 66 Year 6 69 FreezeFrame 72 Project Heritage 74 Jewish Studies 80 Hebrew 82 Mathematics 83 Visual Arts 84 Music 86 FreezeFrame 87 Contents
Szenes 98
High School Peer Support 110
Primary School Sport Carnivals 129
Staff 144 Staff Milestones 148
CLASS PHOTOS
Year 11 169
Year 4 161
Year 5 – Year 6 162
Student Representative Council 93
............................
Year 10 168
Meir 94
Rabin 106
High School Jewish Life 113 Grease 116
High School Prizes 139
Foundation 136 Gesher 137
Student Leadership 90
Rashi 102
Year 3 160
Primary School Jewish Life 111
High School Representative Sport 121
Sustainability 131
President’s Report 134
Year 12 170
Art direction and design: ThanksPrinting:yippee-yi-yoPlaybilltoourproof-readers
Year 1 158
High School Sport Carnivals 124
Primary School Prizes 143 School Song 143 School Board 144
Kornmehl Centre Emanuel Pre-school 149
Primary School
Year 8 166
HighFreezeFrame:SchoolSpeech Day 141
Guest Speaker 138
Extra Curricular Music 120
Year 7 165
Year 9 167
Kornmehl Centre Emanuel Pre-school 156
Year K 157
SCHOOL LIFE
Parents and Friends Committee 136
PrimaryFreezeFrame:School Awards Day 142
Aladdin 118
Primary School Sport 126
High School Madrichim 91
Editor: Michelle Favero
AWARDS AND REPORTS
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Primary School Representative Sport 128
Year 12 Biographies 171
Photographers: Michelle Favero, Belinda Levin, Kira Friedman, Ofer Levy, Sharon Arnott, staff and students
Primary School Madrichim 92
FreezeFrame 132
Year 2 159
Photos with courtesy of Ofer
We can all agree that the global pandemic has been a great teacher. We have learned much about our community and ourselves. We have learned for example, that it can affect our mental and physical health, our social life, and our learning –and that’s without even catching the virus! It has become increasingly clear that Vivian Greene was correct when she said: “Life is not about waiting for the storm to pass. It’s about learning how to dance in the rain”. And we have learned a plethora of new dance moves this year!
The parental support of our students, as they adapted to learning at home, their care, and seemingly inexhaustible patience, encouraged them to persevere when they felt like giving up. Balancing their work with being at home for their children presented a challenge for many households this year. The stability and reassurance provided by our parents has been the rock that has enabled them to thrive, or at least survive. I have lost count of the number of parents who, after observing online lessons, have commented that they have a better understanding of the challenges of teaching, thus gaining a fresh respect for our teachers. It is difficult to put into words the challenges that our staff have faced this year, with the ever-changing COVID restrictions requiring creative pivots, and the huge workload required of them to deliver engaging lessons and to maintain a high level of care and support. In my eyes, you are the heroes of this year’s story!
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Shakespeare reminded us that “We know what we are, but we do not yet know what we may be”. An Emanuel education is all about tapping into and growing that potential, in each of our students. Whilst we did not know what the year would hold for us, we have sought to shape each day to be positive, creative, and rewarding.
Levy
PRINCIPAL’SREPORTItwillcomeasnosurprisethatmyreporttotheschoolcommunityontheeventsofthepastyearwillbesignificantlycolouredbythestate-widelockdown,whichcausedustomoveinandoutofremotelearning.Aprincipalcouldbeforgivenforspeakingatlengthonwhathasbeenthemostchallengingofyears,aswetaughtandlearnedunderthecloudofever-changingCOVIDrestrictions.However,Ihaveresistedthetemptationandwillonlytakeafewmomentstopause,reflecton,andtocelebratetheamazing,resilient,andcreativecommunitythatis‘Emanuel’.
Top proud moments of 2021
In previous years, I have presented a snapshot of the year that has been, complete with student achievements and highlights across academics, sport, drama, music, debating, House competitions, Jewish Life and so much more. This year, however, I wanted to focus on the ‘legacy’ of an Emanuel School education. That is, what it is that they will carry with them when they leave us. But before I do, I cannot resist a quick delivery of my top four proud moments of 2021!
• In CDSSA: our senior girls’ and senior boys’ tennis teams and our 15-year girls’ and 16-year boys’ football teams.
• Our senior girls’ touch football and junior boys’ basketball teams were also winners!
a great effort from all our debaters. Thirdly, our production of Grease was amazing, so colourful, well-choreographed and entertaining. However, the honours were shared equally with the talent-packed Inter-House Music competition, with our last live audience of the semester. And lastly, with so little sport played this year, each of our victories meant so much more. Mazal tov to our eight competition winners for 2021:
• In Sydney Schools Cup: our junior and intermediate boys’ basketball teams; and
Firstly, our outstanding results in the National Future Problem-Solving competition were a highlight. Our success showcases the calibre of our gifted students, with Ruby Brody and Eden Levitt invited to the International Conference in America. All 19 of our squad performed with distinction. Secondly, our HICES Senior and Middles Debating teams won each of their debates, to take out both competitions, with Jake Newfield achieving the top debater individual award. This was
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Emanuel alumnus, the late Jeremy Spinak, famously stated that: “You can always tell an Emanuel graduate when they enter a room”. Our aspiration is simple; to develop a cohort of mensches, who are ethical, caring, and responsible global citizens. Our hope is that they will be a voice for those without a voice and will have a lifelong passion to practise Tikkun Olam – repairing our broken world. We aspire to develop a cohort of graduates who have both the capacity to lead and to serve – and to work well within a team. We aspire to support our graduates to be creative, critical thinkers and problem-solvers: entrepreneurs and innovators. We aspire to foster a strong connection to our Judaism and a committed involvement within our Jewish community; and we aspire to foster a love for – and strong connection – to Israel, our ancestral homeland.
Photos with courtesy of Ofer Levy
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Our students can look back on the past two years with pride, as they have persevered, despite the challenges of remote learning. They have faced the disappointments of cancelled trips, events, music, and sport with maturity, maintaining a positive and optimistic mindset. They have also maintained their sense of humour and, most importantly, they have supported each other. Many of our students have displayed all the hallmarks of an Emanuel School mensch, and will look back on these two years as a time of personal growth.
PRINCIPAL’SREPORT
Being a mensch
When our students leave Emanuel to embark upon their next life adventure, be that further study, travel, employment and perhaps, down the track, to start a family, the question arises: What are the lasting qualities and character of an Emanuel graduate? What values will they live by? And how will their experience at Emanuel influence their decisions and their lifestyle? We talk a lot about being a mensch – but what exactly do we mean? Bruna Martinuzzi, in her book The Leader as a Mensch, describes a mensch as a person of integrity and honour, an upstanding individual, a decent person with admirable characteristics. It describes a person in whose presence we feel safe; a person who makes us we feel good about ourselves. It is someone we want to work for, someone who we would welcome as a friend.
Legacy
Shaping this legacy that will be carried forward by our graduates requires a deliberate and strategic intent. Our soon-to-be-released, three-year strategic plan was developed by our Board, our Executive and our entire staff, with the graduate attributes at the forefront of our minds. These include
I am confident that the Emanuel legacy goes far beyond the strong HSC results that we achieve each year, and far beyond our success across our extra-curricular competitions. It can be measured, for example, by the quality of our alumni who return as passionate Informal Jewish Life educators, sport and debating coaches and tutors in our Cely Malki family program. It can be measured by the confidence of our graduates to engage in informed debate when they encounter anti-Israel commentary at university. It can be measured by the achievements of many of our graduates, both in their careers and their community service. We have too many outstanding alumni to list them all, but if you read the Gesher articles each week, you will discover our film makers, medical researchers and experts, creators of urban farms, academics and so much more.
Andrew Watt, Principal
•developing:Curious,resilient learners • Open-minded thinkers • Adaptable innovators • Tenacious problem solvers • Compassionate advocates • And my favourite – daring doers! If our graduates depart Emanuel with these attributes, we will make a genuine difference in this world!
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Thank you
I want to acknowledge the outstanding work of our Emanuel Board, whose wisdom, energy, and strong engagement behind the scenes this year, has contributed much to our financial stability, strong enrolments, and our clear strategy for the future. Their guidance and support over this challenging year, particularly through our Board sub-committees, has been sincerely appreciated. We are also blessed to have an exceptionally wise and deeply committed SAT team, who have driven our strategy, and our response to COVID restrictions. They remain an invaluable asset to the School. Thank you to our Executive, who have led our teaching and learning, and wellbeing programs, and ensured that our Jewish heritage permeates all that we do. I have previously highlighted the outstanding work of our teachers and I also wanted to acknowledge the outstanding work of our administration team, always in the background, but essential to the smooth running of the School.
Whilst this was a strange year, it has also been one for celebration. The increased demand for pluralist education, combined with a stellar reputation, have led to enrolments peaking at an all-time high.
The redevelopment will also free up much needed space, allowing for additional classrooms for High School students including a Senior Study Hub and a second Design & Technology Lab to support STEAM learning.
What an opportunity!
Redeveloping the existing 1970s-style building will provide students with a state-of-the-art learning centre, doubling the existing floorspace. The three levels of flexible learning space and a new purpose-built Imaginarium will further support the School’s emphasis on innovation and design thinking.
Andrewcommunity.”Watt,Principal
The refurbished building will provide agile and flexible teaching and learning environments which will benefit from sustainable design elements and environmental controls, including copious natural light and ventilation. In keeping with the School’s emphasis on sustainabilty, the refurbishment will help reduce our environmental footprint and allow us to adaptively reuse and redevelop classrooms to benefit all.
Eight interconnecting classrooms will allow for increased flexibility, with breakout rooms for workshops and focused learning. Additional undercover areas will provide further opportunities for play during inclement weather.
“This project is not just about bricks and mortar – this is another step towards creating a school for the future, where the learning spaces support creativity, collaboration, project-based learning and design thinking. Our vision is to deliver programs that will develop skills and a mindset that will future-proof our students for an ever-changing, complex and unpredictable world. This building will help create a bright future for the Emanuel School
Enjoy flythroughthe of our new building 8
With space at a premium, the School launched its Capital Appeal in October, with the ambitious target of raising $10 million to fund the muchanticipated redevelopment of the existing Adler Building, which currently houses Years 5 and 6 students.
CampaignEnjoyvideoourvideo 9
The Capital Appeal committee, comprising members of the School Board, Foundation and other parents & staff, met for the first time in 2020 to start planning for what would our most ambitious fundraising project yet – one that will help to create a bright future for the School, students and Emanuel & wider Jewish communities. But how to engage our community in a time when the world is in turmoil and each day brings about new and unexpected challenges?
Creating our Bright Future
Suddenly the online world became our main form of communicating, learning, socialising and meeting. The committee developed a series of videos, featuring students, parent, grandparents, staff and alumni which helped convey the strength and support of our community and the School’s important values and ethos. Every interview was inspiring and cemented the love and support of our School. What emerged more strongly than ever was that it’s our community and our sense of belonging that make Emanuel so special.
Relive our launch
Each family attending received a B’yachad Box containing all that was needed to make the most of the event. The evening took the viewer on a journey of discovery, from the building flythrough with witty commentary by the Madrichim, to a more serious message and ask for support by David New, President of the School Board. Included in each B’yachad Box was a pair of bright sunglasses for each family member. We received hundreds of photographs of families wearing the sunglasses (including a few furry frineds) which were combined to create a rather bright community photo montage which was featured towards the end of the evening. As one of the host Madrichim said: “It feels as if we are being surrounded by the whole Emanuel village!”.
B’yachad/Emanuel Together was hosted by the School’s Head Madrichim with Andrew Watt and Tany Milner as co-hosts (with a short but sweet cameo appearance by Margaret Lowe).
to the generosity of 384 individuals and families, 2021 ended on a high with over $10.1 million raised for the redevelopment of the existing building. We look forward to sharing updates next year as the foundations are laid for a bright future ahead.
By Michelle Favero, Capital Appeal Co-Director (Communications and Events)
Thanks
Thank you for your help in Creating our Bright Future
To help build support for the Appeal, a group of committed parents acted as Ambassadors. They were a strong voice, sharing important information with our community and helping build excitement for our major fundraising event: Emanuel B’yachad/Emanuel Together. Initially planned as a live event, with only two months before the scheduled date Sydney went into lockdown, and suddenly we had to reimagine what this event would look like Emanuelonline.
Emanuel B,yachad/Emanuel Together
B’yachadEmanuelRelive 10
“Emanuel School’s primary concern is inclusivity, support and individual development... you feel this when you walk through the school gates.”
PROXIME ACCESSIT
RubenDUCI Mihalovich
Like many students, Jordan describes Emanuel School as a “home away from home”. He thanks his teachers for encouraging him to step outside of his comfort zone both personally and academically, to question assumptions and beliefs, and to embrace his deep sense of curiosity. The time, effort and energy they have invested in his academic success have fuelled his passions and acted as a source of comfort and clarity during a very stressful year.
DUX YEAR 12
Ruben came to Emanuel in Year 9 and immediately felt welcomed. He is passionate about human rights and LGBTQ+ issues and feels he has had may opportunities to express his opinions and for others to listen and engage.
Jordan Stein ATAR: 99.50
“Emanuel ignited and nurtured my passion for Music, Maths and Science while also giving me a sense of belonging.”
Jordan plans to travel around Australia with friends in 2022. He has set his sights on initially studying Science and Mathematics, with the aim of eventually becoming a neurologist or psychiatrist.
Highlights at Emanuel include Camp Ayekah and Music Camp in Year 12. Ruben will fondly remember presenting the Pride Month Assembly speech, the LGBTQ+ discussion circle on Camp Ayekah and entering and winning his first ever music performance competition for his House.
Ruben is a friendly, diligent and dedicated student. His peers see him as someone who is always willing to assist others academically and emotionally. He is described as selfless,funny, smart and very talented. He would like to thank his teachers for inspiring him and always helping him feel part of the Emanuel community.
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After school, Ruben plans to study Plant Science in Tasmania with the eventual aim of teaching secondary school.
Ruben would remind his younger self not to compare himself to others as he is “enough and amazing”. COVID-19 taught him the importance of routine, connecting with others and maintaining contact with a broad circle of friends.
ATAR: 99.40
Jordan was Dux in Years 9, 10, 11 and 12 and has supported many of his friends and peers academically. They are grateful for how generous he has been with his time and knowledge throughout High School, developing practice tests for his peers, tutoring them at lunch and preparing revision work which he enthusiastically shared. Jordan’s sage advice to his 12-year-old self is to “pursue the whimsicality of childhood – do what you want; don’t stress; stop and smell the roses. Life will never be that easy again”.
Jordan’s humble nature, along with his innate intelligence and kindness, have made him a much-loved friend. He has always felt part of a greater whole, “surrounded by a caring, supportive and genuine cohort”.
YEAR 7 ZipserDaniel YEAR 8 JessicaLinker YEAR 9 KitchenerElise YEAR 10 MelamedArielle YEAR 11 HerdanJesse & Proxime Accessit DuciDuxDuxYEARS 7-11
OnSTAGEIndividual Performance: Charlotte
Lara King (nominated) Fight, Flight or Freeze
Andrew Watt, Principal
Subjectyear. cohorts >= 15 students Band 6 Legal Studies 71% Mathematics Advanced 59% Mathematics Extension 1 49% English Extension 1 48% Subject cohorts <= 15 Band 6 Drama 100% Music 2 80% Music Extension 100% Modern Hebrew Continuers 100% Mathematics Extension 2 (Notional100%Band 6)
A Mazal tov to Lara King, Jessica Lowy, Ruben Mihalovich and Jordan Stein. We are also pleased to announce that Liam Engler achieved an outstanding State ranking of 4th in Modern Hebrew Continuers.
Guy Rein – Music Extension (selected)
12 Success
Group
As the graduates of the Class of 2021 commence the next step of their life journey, they are reminded that whilst we celebrate their impressive ATAR results, it will be their character, personal values, and experience at Emanuel that will be their foundation, as they embark upon further studies or enter the workforce. As Emanuel alumni, they graduate equipped to be the best that they can be and to contribute to both our Jewish and broader communities, as informed and ethical changemakers.
MAZAL TOV
Our teaching staff share the honours with Year 12 2021, as the heroes of this journey. Their commitment to preparing and delivering engaging lessons and providing emotional and academic support throughout both remote and on-campus learning have made a genuine difference. I acknowledge with gratitude the detailed and ongoing feedback and support that our teachers provided.
Ezra Hersch – Music 2 (nominated) Lyons (nominated) Performance: Auerbach, Tara Linker, Jessica Lowy and Dean Reuveny (nominated)
Guy Rein – Music 2 (selected)
ARTEXPRESS
The academic performance of this cohort is all the more impressive, as they learned under the shadow of the COVID pandemic across both their senior years. I am very proud of their resilience and perseverance, as they maintained a strong focus on their studies throughout their remote learning journey and the extended build up to the HSC Examinations. This ability to work independently under difficult conditions is a highly prized mindset and skill that they will carry with them into their futures.
Saskia
We have much to celebrate that goes beyond individual success. We congratulate the teachers and students of those subjects that achieved consistently strong results this
ENCOREComposition:
Whilst we can be rightly proud of those students who achieved a Band 5 or 6 performance in an HSC course, it is equally important to acknowledge those students who performed at their personal best, at whatever level that may have been. We share their pride in their HSC results. I also highlight the achievements of those students in this cohort who faced a range of personal challenges and yet persevered to complete their final year. Their courage and tenacity are impressive.
Ariella Tracton – Music 1 (nominated)
TO THE CLASS OF 2021 ON THEIR OUTSTANDING HSC RESULTS.
special mention must go to those students who achieved an All-Rounders Award.
Performance:
Every year we are delighted to congratulate students who are selected or nominated for HSC Showcases.
Our MakerSpace and Fabrication Lab (FabLab) has continued to flourish with the introduction of our MakerSpace technician, Chrystal Rimmer, and the acquisition of a range of infrastructure to support student hands-on learning: three 3D printers, MakerBot Replicator+, laser engravers and 3D scanners.
Our various goals for Innovation in the High School this year have all focused on leveraging existing and creating new opportunities for learners and teachers to develop transdisciplinary interconnections within their learning experiences.
These have included:
• the building of our digital fabrication technologies, facilities and applications, including the formation of our new MakerSpace Technician role
• the development of a suite of bespoke project-based learning courses for Years 7-10 students.
It has been exciting in particular to launch our Project Based Learning model in High School, with students in Years 7 and 8 Science exploring work on Ocean Plastic Waste through the EduSTEM/CURA platform, and the development of an Emanuel specific term-long transdisciplinary project for all Year 7 students focused on Tikkun Olam. In addition, we created a Years 8-10 PBL program, with the development and delivery of eight bespoke Emanuel School developed projects offered to our students during Term 4.
We are looking forward to being able to focus energies on continuing to develop the Atlas platform as well as building capacity amongst staff in using this as a tool for dynamic curriculum creation. Likewise, we have an exciting opportunity to capitalise on the strong groundwork and momentum made in project based learning throughout the High School. This will be further enabled by our broader use of Atlas curriculum mapping features.
• the introduction of ‘Atlas’, our digital platform for curriculum mapping, planning, evaluation and registration
IN SCHOOLHIGH
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Further, we are looking forward to continuing to enhance our digital fabrication facilities in 2022. This will seek to expand the scope of teacher professional learning and upskilling, as well as building student access across the High School.
By Adam Majsay, Deputy Principal (Teaching & Learning) K-12 and Eytan Messiah, Co-ordinator of High School Innovation, Head of Visual Arts
“A friendship ring that allows you to play games interactively with friends when you are apart and also lets you send voice messages to each other so they know you are thinking about them.”Jonathan Leach
“I found the friction experiment interesting and when I tried to pull the two books apart, they wouldn’t move away from each other. Not even a little!”
“I found it interesting how the balloon didn’t pop when there was more than one pin that the balloon was pressing on. I assumed it wouldn’t pop, and I understood why, but I still find it very interesting!” Balmain Walker, Year 3
“A teddy bear that makes an alarm sound when a baby sucks its toy.” Clementine Gomer
Science Week
“Paper that also has a record function, so when you send a letter or card you can also hear the person’s voice.” Jessica Gellert
Working with Mili Tharakan in the United Kingdom, Year 2 students delved into the world of e-Textiles, Smart Fabrics and Wearable Technology. Students were introduced to existing and prototype products that combine ‘gadgets’ and ‘textiles’. They were particularly impressed by the e-textiles that helped to connect friends around the world. Students then combined their learning about light, sound and sensors to design a product to improve or assist a chosen person’s life. Students were fascinated with the potential of combining textiles and gadgets and generated ideas and conversations around their own innovations.
“I found it interesting how much science is involved with making food.” Asher Levin, Year 4
All Primary students celebrated National Science Week 2021 with an interactive Science show, full of wow moments, learning and bangs! The focus for this year Food: Different by Design, offered students the opportunity to consider some of the Science and Technology around us that can often be overlooked. Throughout the week, students enjoyed many different Science and Technology activities in class and at home.
“During Science Week I learnt that science is fun and magical!” Katya Sandy, Year 1
Noa Goodstone, Year 5
“A blanket that can record the quality of your sleep using a sensor and then send the details to your phone.” Amelie Ben-Naim “A t-shirt that indicates with a light source when a person with diabetes needs to take their medicine.” Ella Cohen
Smart Textiles
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IN PRIMARY SCHOOL
Bioengineers
Mission to Mars
My final project was for a person named Jeremy who couldn’t go to the gym because of the lockdown, so he decided to run two kilometres a day. The only problem was, he didn’t have the correct running shoes. In my design, I included features that would help him be able to run properly. Some key features that I put in were an in-built water bottle, air conditioning on the bottom of the shoe so Jeremy’s feet wouldn’t get hot, an energy supplier which stores the energy of the moving feet and uses that energy to push the shoe along and I used a special material on the soles of the shoe so Jeremy wouldn’t get blisters and sore feet.
By Nathan Shammay, Year 3
Coding has been one of my favourite subjects. It’s like I am talking to a computer and it does what I want it to do. Doing the coding is really satisfying because I have control over what I want to create. Sometimes there are hard problems that I need to really use my brain to figure out. I even make mistakes, but the good thing with coding is I can fix mistakes. Once I solve the problem I’m proud of myself. I want to learn more about coding.
By Layla Kahn, Year 3
In Term 1, Year 6 had a project called Mission to Mars, and were tasked to create a sustainable environment for humans to live on Mars. First, we researched the best way to get food, water, air, energy, transportation, entertainment, shelter and a stable government. In our next task, we needed to create a sustainable habitat for humans to live on Mars. We were given paper cards that had explanations on how to help create a safe place to live on Mars. We stuck the cards onto an A3 piece of paper in groups based on our research such as food and water. Our last task was to build a scale replica habitat or colony using Minecraft. We needed to build a glass dome around the colony so humans could breathe. We also needed a farm, a place to sleep, eat, grow plants and to explore Mars.
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Coding
In Year 3, we all had a wonderful time thinking like bioengineers who make footwear for athletes. In our project, we considered the needs of a specific person and a problem that they need fixing as they did not have the right shoe. Then we went through the steps of empathise, ideate, prototype to design a shoe to fit these design criteria. Finally, we tested them by buddying up with a partner and telling them all of the features of our shoe, such as extra supportive cushioning, shock resistance, auto-walk and a GPS tracker which were all relevant to the problem.
There are many other ideas that my other classmates put in their shoe designs like auto-lacing for older people with a sore back who can’t bend down to tie their laces, however, these were not relevant for my situation. Everyone had a brilliant time and enjoyed working through the Design Thinking process. We were all proud of our work as bioengineers.
By Aaron Pal, Year 6
We learned a lot about Mars and how to live on Mars with certain and restricted resources. The benefit of using Minecraft is that you can see what it’s like to live on Mars. Some challenges my team faced were communication and helping each other without getting frustrated even if they have to do something else. I learnt the most important thing about setting up a colony was to pick resources carefully. Some skills I improved on were trust and teamwork. It was a great experience and I had a lot of fun working with others.
Parks drowning in layers of litter Sky a lair for clouds turned grey But who notices?
FPS is an interdisciplinary program that encourages young adults to develop problem solving strategies through critical and creative thinking. This year, five Emanuel Students made the National Final across three different Future Problem Solving competitions. Emanuel School came away with two first place and two third place finishes!
National Finals
16 da Vinci Decathlon da Vinci Decathlon was back on this year with one team of eight students from each Year Group (7-11) taking part in the competition. All the teams performed very well, placing in the top 15 in a number of disciplines. Most importantly, it was a great opportunity for the students to celebrate their academic gifts and engage in stimulating challenges. Our Year 8 and Year 11 teams were standout performers. Their achievements are summarised below.
By William and Alexander Yu, Year 6
The Ethics Olympiad competition was a wonderful educational and fun experience for students in Years 5 and 6 to interact, collaborate and debate with other schools over interesting topics. During this event, we were given an ethical question that our team would debate over with another team from a different school. Each team had the opportunity to give their opinion, and the other team would have the time to either disagree or agree, adding more arguments to the point. We then had time to discuss.
Rolling oceans of hills lick the edges of planes But who appreciates?
Future Problem Solving (FPS)
By Craig Co-ordinatorMoss,of
An anthem of calls to action But who listens?
By Jake Rosenfeld and Leah Zipser, Year 5
• Willow Gelin finished third in the Community Problem Solving Individual Middle Division.
Results
We really enjoyed these competitions as they pushed our mathematical thinking further and helped us to have fun while we were learning.
• Eden Levit and Ruby Brody were crowned champions of the Community Problem Solving Team Senior Division.
Ethics Olympiad
Year 8 Team Ashley Cohn, Liberty Waldner, Ariel Bloom, Daliah Smagarinsky, Elias Davis, Gabriella Solomon, Jessica Linker and Daniel Newfield.
Voices raised in shared anguish Cries of anger echo for change
10th overall / 3rd in Art & Poetry / 3rd in English / 8th in Creative Producers
Flowers sing under the blue skies
Maths Competitions
These competitions are designed to challenge students to think logically and reason through challenges in groups or individually.
9th overall / 2nd in Code Breaking / 5th in Cartography / 5th in Science / 14th in Creative Producers
Pearlescent orbs of dew coat morning grass
Year 8 Team’s Art and Poetry submission to raise awareness of the current climate crisis facing humankind.
Smog enveloping lifeless streets
• As a result of their win, Eden and Ruby been invited to attend the prestigious 2022 FPS Program International Conference in America.
This was a great way for us to collaborate ideas with each other while thinking ethically and thoughtfully. We really enjoyed this event, and thought it was a worthwhile educational experience.
Year 11 Team Lily Berger, Samuel Moliver, Matthew Lowy, Joshua Moses, Jesse Herdan, Eden Glass, Anna Davis and Myles Cohn.
The Maths Olympiad and the Australian Maths Trust were two Mathematics Competitions that students from Years 3-6 participated in.
Gifted and Talented (7-12)
• Eden Levit also came first in the Scenario Performance Senior Division with Ma’ayan Granot placing third.
GIFTED TALENTED&
Dr Lynn Joffe and the SLC Team K-12
By Dean Reuveny, Year 12,
Kindness, Compassion, Care – these are attributes that can only be used to describe the SLC during my schooling career. Throughout my personal and in-school life, I have been largely challenged by many attributes of life such as my inability to read at a sufficient level due to my Dyslexic record. However, through the monstrous amounts of support by the SLC, I have been able to overcome such challenges to achieve my best results during the time in which it truly matters. Through many of the skilled teachers being able to convey information in a different way, I have been able to understand many subjects and topics within my class, which otherwise, I wouldn’t be able to. I cannot thank the SLC enough for their contribution. It has shifted and moulded me into the man who stands before you. I understand that as life moves forward, people change, but the kindness, compassion and care which the SLC has provided will always be engraved in my Andheart.please know that everything I’ve written is 100% honest!
12,
Dr Joffe further assisted me in my academics through offering an enrichment program, Fast Forward. Fast Forward is an online program that aims to improve adolescents’ speech and writing skills through various auditory activities. Through being involved in this program daily for an entire year, I was able to drastically improve my coherence in my speech and to articulate my thoughts onto paper in all my High School subjects. This resulted in better grades and overall satisfaction from classes as I was able to understand and comprehend information quicker and critically. I highly recommend this program to even the brightest of students as it has allowed me to gain high marks in all departments of academic life within Emanuel Furthermore,School.the
Coming from a public Primary School in Year 7, I felt as though I was behind the rest of my cohort and incapable in improving my English and writing abilities. Although apprehensive with my capabilities, I was determined to improve, and hence sought help in the SLC. I was suddenly overwhelmed with the bountiful guidance and assistance that the SLC staff offered in ensuring that every student in Emanuel can unlock their ultimate potential. I will never forget walking into the SLC for the first time and being greeted by both Lisa Nahum and Lisa Dobrin welcoming me with open arms. I knew from here that the SLC would be an incredible space to help individuals grow and learn.
By Emma Dobrin, Year 12, Class of 2021
SPECIALIST LEARNING CENTRE
By Teoh Bader, Year Class
of 2021
Dr Joffe offered me a new way of thinking in a unique and uplifting way. Through her one-on-one support and practical learning, I was able achieve my full potential in all subjects of High School.
Class of 2021
One of the wonderful aspects of a K-12 school is that it is possible to teach, monitor and motivate students with learning issues and disabilities throughout their school careers. Best of all, of course, is witnessing their building of skills to overcome some of their difficulties, their developing confidence in themselves as they succeed, and the resilience to persevere they demonstrate when incursions on their learning prove pervasive in the longer-term. Many turn their apparent difficulties into positives as they choose their career paths.
SLC staff have continuously been friendly and approachable both around campus and with assisting me with my needs.
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We are so proud of the school’s graduates, especially the SLC alumni, who have been generous enough to share their experiences of their SLC journeys with us. We wish them well and, with their positive ‘can do’ attitudes, have no doubts about their future successes.
Dr Joffe’s encouraging teaching allowed me to be confident in my academics and to approach my learning with assurance – making classes more enjoyable as I was more prone to get involved with both asking and answering questions.
Dr Joffe, I really cannot thank you enough. You are Emanuel’s greatest gift!
My time at the Specialist Learning Centre throughout my time at Emanuel School has been a great experience. I have been very lucky and privileged to have had such great teachers to help me through my journey from Year K – Year 12.
I enjoyed many aspects of my time in the SLC throughout Primary, such as Shopping Day with Ms Cohen, receiving surprise end of Primary School gifts from Ms Levenson to prepare us for High School, and the smaller class environment and one-on-one sessions. I became more confident in my schoolwork, learned ways to be a better speller, how to form sentences, improve my comprehension and so much more. I developed beautiful lifelong connections with some wonderful teachers and classmates. Through High School, Dr Duncan and Mr Dean have helped me through many aspects, but most importantly, kept me on track with assignments and reassured me about my concerns. I am now a more independent student who has become more confident and pleased with my improvement over the years and I would like to thank the SLC for getting me to where I am today.
18 YEAROUR 12
High School High School High School High SchoolHighHigh School
LevyOferofcourtesyPhoto
High School
Jesse Koslowski – 280 Characters (Critical Response)
By Jesse Koslowski, Year
HSC English Extension 2
A magical realist short story that explores a woman’s relationship with her distant mother through her magical escape into her mother’s paintings of her childhood.
Extract from English Extension 2 Critical Response Major Work
Our Year 12 English Extension 2 students were still able to finish their Major Works, with a huge range of texts written by these dedicated students. Below are outlines of their Major Works:
India Sacks – Sleep My Child (Short Fiction)
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Liat Granot – I am, Therefore I Think: A Neurology of Poetry (Poetry)
A suite of poems that trace a thought as it progresses through the human brain in an intriguing blend of neuroscience and poetic emotion.
Jessica Lowy – Old Leather and Petrichor (Short Fiction)
A metafictive short story told through a series of theatrical reviews about a theatre critic who descends into madness at the failure of his marriage and the questioning of his worth as a critic.
School
Extract from 280 Characters
Words have power far beyond their initial impact. In fact, the power of words only multiplies as audiences hear, react, and then respond to them. Whether words are the “potent weapons for all causes” that Manly Hall delineates, or the “natural means of expressing thoughts and establishing understanding between people”, per Maria Montessori, their power lies in the contexts in which they are deployed, and the extent to which they are shared, repeated, and commented on. In other words, their reach. Throughout history, effective use of words has shaped societal progression by disbursing ideas and forming communities of thought, with each small idea creating exponentially larger reactions over time as audiences respond to texts. Whilst words have been ubiquitous landmarks of societal development and change, from religious texts, to novels, and even the realms of the Twitterverse, the relationship between words and societal development becomes more complicated when it encounters the everpresent feature of revolution – the sonic boom of societal progress – when the elites of a society fail to be responsive to the tremors present in pre-revolutionary literature. Many scholars and theorists, including Brahim El Guabli, proclaim that “literature [is] a catalyst and a path-blazer for revolution” due to the fact that “the distance separating reality from imagination is the gist of a literary work”. Words and ideas enable the many to understand a vision of future progress, one that is perceived as so markedly better than their current context that it warrants the spread of violence and chaos to achieve it. Yet, where is the revolutionary literature of today? In modern revolutions, both successful and unsuccessful, revolutionary literature does not occupy the same role, nor have the same presence, as it did in past revolutions. No longer do individual authors, or their works, incite mass revolution, as they did so prominently in the past.
• Zachary Boswell – Dear Kozue (Short Fiction)
A short story that explores the developing relationship between a man with Alzheimer’s, desperate to hold onto his memories, and a young girl who works in his family bookshop.
High12
A critical exploration of the relationship between literature and revolutionary sentiment with a focus on both the ancient and the new –including the role of Twitter in recent revolutionary actions.
A critical exploration of the utopian genre from utopian fiction to dystopian fiction and ultimately to anti-utopian fiction that considers how we respond differently to literature as we age.
• Ariella Tracton – The Feminist Mouthpiece (Critical Response)
A critical exploration of the need for intersectional voices through an examination of a range of texts including Girl Woman Other by Bernardine Evaristo.
What a tough year it has been! With lockdown extending across a number of terms and our schooling quite disrupted, we did our best to ensure that our students were engaged by the interesting ideas and challenging texts in our English courses. As always, our students rose to the challenge and produced some amazing work throughout the year, some of which graces these pages.
Tara Linker – The Shadow of His Daughter (Short Fiction)
In this short story, Zachary explores the impacts of WWII on a Japanese soldier who fought in the war as it shifts from pre-war to war to post-war moments that shaped the soldier’s life.
By David Camp, Head of English
Chloe Miller – The Critical Descent (Short Fiction)
• Arin Miller – Utopian Literature: From Childhood Innocence to Adult Apotheosis (Critical Response)
Loosely based on Tara’s own family history, this moving short story explores the impacts of the Holocaust on a father who suffers through it and his daughter who grows up wanting to understand the events that have shaped her father.
Sticks and stones may break my bones But words have now become me.
Fresh like a clementine With the slightest twinge of acid.
But I build myself up, to form me
No matter what heritage you may come from, We will rise as one.
I am a million entities combined into one. You can never catch me.
I am a million entities combined into one. Thousands of stars with a story to tell. The ever-growing roots of a small shrub Expanding into an acrid earth.
Do not let our previous victory cloud your vision, Become like a wolf, They do not search any less for a meal even if they had just filled their ravenous bellies.
Forget your home, Forget your human traits, And fight like a hungry bear, Never let the end out of sight. Until we die, we fight, and unless we fight we die. Be strong, for our country, for your lives! Become the animal within and rip all that treads in your path of wrath. So I ask you, Will you bring honour to our country? Or will you let her fall down?
I peel back the layers of myself. There is a chasm within me That I cannot seem to fill It is full of love and hate and fear
The body’s processing centre, delivering messages to the brain.
An Underwater Jungle
I cannot control how you see me.
Part I – Central Nervous System
Landscape Poem –
Continuation of Shakespearean speech
We will become like sandstorm, So many tiny little grains together, But together they swallow all in their way. We will fight for our country! Do her proud!
I show them to the gentle tinkle of a piano
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Task: Having studied King Henry’s “Once more unto the breach” speech at Balfour, predict what he will say to his nervous army before they battle at Agincourt. Try to use some of the same imagery and rhetorical devices he uses.
An underwater jungle An ecosystem Of twisting plants, Of creatures big and small, Living, loved, life.
Leave me in a pile and laugh.
You watch this forest grow And yet you leave your footprint Keeling over, hurting, AsDyingthe infection spreads.
By Tali Same, Year 7
A thousand newspaper clippings form my Andthoughtsthey whirl, And they whirl, And they whirl.
Like paper mâché, Hit me once and I will buckle, but not break Your repeated clubs tear me to shreds. Bruised, battered, beaten, betrayed. A concavity of the sum of my parts.
No more happiness, No more joy, No more growing, No more living, No more life.
I am not easily digestible. I do not attempt to be.
A forest of colours stretching towards the sky Reaching and growing, The sun a breath away. A place of happiness, of joy, Untouched, unhurt, undamaged.
ThereRaging.are scars beneath my flaking façade
I was born on an orange day And so I shall remain.
By Liat Granot, Year 12
Australian7
Growing and twisting Through the roots of the jungle, A never ending string, Bringing pain in its place Weakened, wounded, dying.
I write my own melodies And play my own harmonies
The tears begin to run as a soft sonata sighs
Years 7-12 Student Work
Do not dishonour your bloodline! Not all come from fighting, But we all will rise to win.
I am my own composer. See me as you will.
A fickle collection of words and glue, Clumped together in a heap. A freckled, ponytailed, heap.
By Avalon Gold, Year
Extract from English Extension 2 Poetry Major Work
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As I took a step out of the van I felt the sun strike the back of my neck but soon the heat started to fade and I started to ignore it as I looked around.
Vignette – The Icy Chill of Freedom
We finally arrived at the town. I saw a large sign reading ‘Soweto’. Electric wired gates were surrounding each shack, with only a small amount of space with about one, maybe two tin shacks in each.
I heard the cheerful voices of little kids playing happily and swinging around the singular electrical poll. I smiled at them. They smiled back. Our tour guide opened one of the gates to someone’s property. It had a small shack, layered with thick sheets of tin on the top and down the sides as a shelter. There were some purple surrongs hanging from the roof, I assume they were there to dry, under the hot sun. Inside that property, a lady walked out of her shack and welcomed us into her shack.
He felt the warmth of his life begin to freeze as he looked around his cold and bitter environment. He pinched himself in attempt to wake up. The icy air rushed over his back, and for the first time, he felt free. As he emerged deeper into the palm forest, his surroundings began to feel curved, as if he could feel the descent of the earth. He pinched himself once more. He saw bats hanging from the trees and yells from other children – but none of this mattered to Jackson. The chain around his wrist had been released, and he could run as far as he wanted to. Sprinting faster, he felt free of his parent’s leash. He wondered how long this feeling of freedom would last, before he inevitably gave thought to the dire possibilities of his circumstances. But he didn’t want to think about that now. He just wanted to run.
By Zara Sacks, Year High8 School
Her house.
Those eyes, those longing eyes Staring at a blank canvas Pain caressing his features; neither smiling, neither Defiancefrowning concealed in his heart, sharpening his jaw Curls of messy hair, like waves of salty unrest Deep, broken emotions captured in a copper yearningconfinement;forthe horizon of a future. His sights set above; gazing at the painted sky. Taking flight in his imagination Soaring though his thoughts and dreams A carefree abundance of happiness never to be felt Defiance rising inside bursting to be set free, Storms of ferocity raging beneath the surface. A cottage garden abandoned; wild, alone. Vines consuming weathered walls. Birds nesting on forgotten tiles. Flower beds dulled on the French hillside. Farmland muted of its beauty by the dark looming Aclouds.raindrop tear rolls down his bronze cheek. Thunder roaring its fury; Lightning whipping against despair Memories thrashing in a fierce hurricane Loneliness widening its embrace J’aimerais pouvoir voler!
An epiphany struck my mind like a lightning bolt as I exited the electric wired gate of their property.
As he approached the unfamiliar palm trees, he felt an overwhelming sense of uncertainty. He felt as if he had somehow been here before, only, in a dream. The countless questions and mysteries circled and swarmed in his head like the wall of draping trees that stood before him. To Jackson, even the trees seemed confused. Their soft, secretive chattering grew louder, enquiring on why they’re here. Everything on this island felt like that – eerily out of place. Especially Jackson.
By Jesse Barel, Year 9
By Inez Calderon-Havas, Year 9
All of the people there were wearing old, patched clothes. Adults and older people began to stare at us and gave us quite unpleasant looks from outside their shacks. Maybe they were looking at us because of our wealth? I was slightly offended at that moment, but now when I look back at it I realise that it doesn’t bother me anymore.
Looking back on that day, I now realise how it shaped me as a person. It was a very sunny, humid day. I could feel the sweat about to kick in. I was complaining to my parents about the heat but at the time, I had no idea what I was in for. I was about to experience something that would change my mindset forever…
Extract from Life Writing Piece
I walked into her house, her kitchen and her bathroom all in one step. She told us that her, her sister and her baby lived in this shack. The floor of her house was just the dirt floor with a layer of some sort of plastic sealed to the floor. There was a weak light bulb on the tin roof. There wasn’t much light in there, it was quite dark. She explained a few things about how she lives in the tin shack, one of them is how she bathes. She walks down to the local tap in the centre of their town, fills up a small tub about the size to fit a baby lengthwise, and splashes the water onto herself. She guided us to the bed she and her baby sleeps in, it was probably equivalent to a double bed, in our sizes. On our way out, my dad, along with everyone else in our tour group tipped the lady.
I realise now, looking back on it, I have become so much more grateful for what I have. That day. That hour. Those fifteen minutes of time I spent inside her house, changed the way I saw life. I realised how lucky I am and how I have access to things that some unlucky people unfortunately aren’t able to afford. I am so thankful for my food, water, shelter, family and all the extra non-essentials I am lucky enough to manage to pay for. This experience definitely shaped me as a person and I could not be any more grateful for it.
Romantic Poem –Hopeless Flight
Jackson opened his eyes to the jarring sound of a branch plummeting to the floor. His pruney fingers lay centimetres away from the coastline, a barrier between the stillness of the water and the overripe forest. He felt the lashing cold and wet sand between his toes as he dragged himself away from the petrifying water. He had promised himself he would never go near the water again.
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• A paradox; the more you think about it, the more it hurts your head. Jesse Barel
• Plan my working. Sophie Freedman
• Think about things in a weirdly different way. A ball flying across a room is no longer just that. It’s a parabola. Thanks projectile motion. Joshua Moses
• No other subject. It is refreshing in a sense, making you question, think and work in a different way to other subjects.
Joshua Moses
• The vaccine. I don’t know exactly what’s in it or how it works but I trust it with my life.
• My class and how we have grown together over the past six years through highs, lows and different teachers and how surreal it is to have almost finished the High School Maths journey with them. Zac Levenson
• Massive vibes, banter and an enjoyable and challenging environment.
• The poetry of numbers. Boaz Simhi
• Working out how your brain works. Dean Klugman
Ruby Brody
When I think of Maths, I think of ....
• Approach life as a series of steps. Jesse Barel
• Understand more about the world around me. Ashley Cohn
• Fun and interesting questions that I get to solve and challenge myself with.
Maths has helped me ....
• The memes that I made to cope with the constant uncertainty of the content.
• A pineapple. When you get hit by an obstacle it tastes sour and is hard to deal with, but once you get the equation correct or are even on the right path, it starts to taste sweet. Mariah Lewy
• The feeling of a slightly uncomfortable challenge, but one that is enjoyable.
• Sweets. Maths is fun and lollies are yummy, just don’t have too many in a short period of time or you’ll feel sick.
• Logical thinking and fun. Jasper Selinger
Elise Kitchener
Izacc Khedoori
• Doing the last step of a complex Rubix Cube. Jayden Ligman
• Learn to procrastinate by working on other subjects. Maths has also helped me realise that practice really does make perfect (or better). Ruby Hurwitz
Ruby Brody
• English with numbers. Recce Carr
• A secret language that only those initiated understand. Jesse Herdan
• Deconstructing questions to find the answer – thinking of problems in new or different ways. Ethan Trenaman
Ruby Hurwitz
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HIGH SCHOOL
• The most beautiful thing that man has ever created. Jordan Stein
• Become substantially better at procrastinating. Jesse Herdan
Maths is like ....
• To build certain qualities and improve in many skill areas such as reasoning, creativity, abstract thinking, critical thinking and problem-solving. Mariah Lewy
• Understand that there is an answer to everything in life. Jack Smagarinsky
• A lot of frustration, with a satisfying conclusion. Jacob Rose
• Understand things better. Nathan Bognar
• Forest Gump. You don’t think about the destination (exam), you enjoy the run (problems). Yonatan Amsalem
• A gift that keeps on giving. Matthew Lowy
Jessica Lowy
Zac Levenson
• Learn to think in different ways, and look at different possibilities. Ashley Kim
• A collection of different concepts and ideas mashed into one. Ethan Zines
• A child not wanting to eat their vegetables. Initially, Maths can seem unappealing because of how tricky it can be, but in the long run it is always beneficial and once you succeed it’s great. Similarly, a child may not want to eat veggies, but when they grow up they understand the health benefits.
• How to be persistent, especially when you don’t know the answer. Ben Maserow
• No matter the circumstance, math will persist. Jack Smagarinsky
• Excited but also scared. I really enjoy Maths and the feeling of being slightly challenged, however daunting it may be at first, but the satisfaction at the end when I finally understand something or get something right makes me excited and want to do more. Ruby Brody
• A class that I looked forward to because of the vibe of our class. It felt good to know that everyone was going insane whilst working in breakdown rooms. I mean breakout rooms. Ruby Hurwitz
• I can do more than I thought. Arella Codorean
• Feel accomplished when I understand it. Coby New
• Don’t give up if you don’t solve a problem on your first try. Ethan Trenaman
• This year, Maths has made me realise that it isn’t the most important thing in the world. Even though maths fits into nearly everything in our daily lives, it’s important to plan your homework, revision and study sessions evenly with your life. Mariah Lewy
• I am a lot more capable than I thought I would be, and that some parts of Maths may sound harder but are easier than they seem. Ashley Cohn
• The subject has genuinely sparked a personal interest in this field, more particularly in statistics, probability and combinatorics, in which I felt that maths finally had real-life applications. These three topics, despite common belief, were among my favourites as they required such intricate thought in their relation to reality. Aden Hoenig
• Think deeply in some senses but more importantly learn to interact with others and to ask for help. Zac Levenson
• A scam. Aden Hoenig
• A triangle that was alone who wouldn’t tell me their angles so I had to figure it out. Salamon Halmagyi
• Irritated if I don’t understand the equations, but extremely satisfied when I do. Scott Reuveny
• No matter how difficult it was, I was able to persevere, understand it, and enjoy it. Elise Kitchener
• Hard work, determination and engagement can help you improve and become better at Maths. Ethan Zines
• Cry in unparalleled joy. Jordan Stein
• Being a blind eagle hunting a mice underwater while wearing a straitjacket. Dan Blecher
• That numbers are a concept and nothing is real (uh oh). Salamon Halmagyi
• Usual – we still got to solve problems and learn new topics, just from the comfort of our own homes. Suzanna Garbuz
• A strange experience. It was a different way of learning but I learned to manage it. Willow Gelin
• I enjoy and work better in partners/groups so I found myself doing lots of FaceTimes with friends when completing the work. Amelie Trope
• That I am capable of doing things I never thought I could do. Jack Goldberg
• I have become more resilient in the sense that when I don’t get an answer correct, I don’t give up, instead I think of new ways to approach the equation. Scott Reuveny
• A better problem solver. Willow Gelin
• Aware that being committed and working hard towards something results in feeling proud and skilled. Mariah Lewy
• The hard work truly does pay off in the end. Jacob Rose
• Relaxed when I know what I’m doing. Jessica Lowy
• The extra work really makes a difference, and reflects your effort. Ashley Kim
Maths in quarantine was like ….
What I have learned about myself this year in Maths ....
• Being all alone in a world of numbers and formulas. It was fun to be alone but sometimes I missed my friends being around me, available to help. Sienna Poswell
• See the world differently. Matthew Lowy
• Rock climbing without a harness. If you slacked off, you would begin to risk falling behind. Izacc Khedoori
25 Maths makes me ....
• So excited and invigorated! Dan Blecher
• Sometimes happy, sometimes sad, sometimes meh. Declan Christie
• I am way more capable than what I thought I was. And that I make a lot of silly mistakes in tests which are easily avoidable. Coby New
• Mostly angry but I also really enjoy it... it’s an odd paradox. Jacob Rose
• Being in one long conversation where it is hard to remember your own thoughts and keep up with what’s going on. Jasper Selinger
• I can do hard things. Jessica Lowy
It contains chloroplasts which has chlorophyll
This year we have covered many different things in Science. Some of my favourite memories were dissecting the fish, squid and prawn, getting my Bunsen Burner license, and going to the zoo and learning about all different interesting animals.” Maya Hersch
Today we’re gonna learn about them cells Cause they contain our DNA In their nucleus
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The teacher tells the story of the cells.
It absorbs sunlight and has a vacuole
“I like Science as I get to learn so many new things, my favourite memory was presenting my cell model.” Charlie Roth
This happens in all organisms Ribosome gives us what we need This specific thing is called protein
CytoplasmChorus creates the reactions
“I had a great time in Science because we got to do all these cool experiments that I loved to do including opening up a fish. But one of my favourite things was to light a Bunsen Burner because it’s a flamethrower and who doesn’t like flamethrowers? I had such cool experiences from Ms Bunday making a perfect circle, to us having a caterpillar that turned into a beautiful moth.” Benji Espinos
After much plant torture, came Give and Let Live, a fascinating field of Science where we learnt about the systems of the body and organ transplants. While studying this, we had to watch a DVD documentary about organ donation. As well as that epic adventure there was dissection, which brought the amazing smells of your local slaughterhouse to the classroom. Everyone was given a lamb heart or kidney and we had to dissect and find the different parts of the organ. There may be a few new vegetarians amongst our Year Group.
It’s plant and animal and the cells are swirled
ThereChorusare two types of cells in the world
SoChorustheplant
Cells,Chorus:cells, they make us ourselves Cells, cells they make us ourselves
In Science this year, Year 8 learnt many things from growing a plant, to training for a space mission and even telling the difference between twins. We began our journey with Let it Grow, where we learnt all about plants and their growth. One of our projects was to grow plants with different conditions to see how it would affect their growth. Some groups grew plants high in the sky, while other plants met an untimely death. One group even managed to feed their plant Coca-Cola, and their plant lived to tell the tale.
YEAR 7
cell is different to us
“I really enjoyed doing the Who Stole Chester unit and finding all the clues. I also really enjoyed the gross dissections that we had to do this year.” Ella Bortz
Let’s start off with the cell membrane Cos it’s in control of what’s happen’n Then let’s look at the cell wall Cause it surrounds and supports so the cells don’t fall
Overall, Year 8 Science has been a blast off (pun intended) and we look forward to the future of our Science experience at Emanuel. At the moment though, the true element of surprise will be what we have for Term 4.
LastChorusbut not least we have the mitochondria Where respiration take place That’s right Andrea Chorus
By the Year 8 Science students
YEAR 8
The cells inside of us are made of organelles
“I love doing experiments and watching things change colour or explode or looking at how something works. I love collaborating with my classmates and doing experiments with them. I love how we don’t sit at our desks all lesson and that we get to move around. Science is definitely one of my favourite lessons.” Gabriella Karro
Whilst in lockdown we learnt about astronaut training – every child’s dream from 1968 and onward was to go to space! As it turns out, there was a lot more learning and schooling involved. Despite the lockdown, we still managed to find a way to do the famous Space Walk, where we would walk a certain number of steps (relative to the actual distance between each planet). By the end of this, we had walked around our solar system and our step count was up by 93%.
Cells RAP
“Our class also found a caterpillar and called it Bill and then eventually it turned into a moth. Then we learned about particles in matter for the second time in my school career, but in more detail. Overall it is a blast and I can’t wait for Science in Year 8.” Jonathan Goldberg
By Ms Norman’s Year 7 Class
“My favourite memory in Science was when we got to go out into the school garden and choose different types of plants and group them into different categories.” Madison New
“In Physics, one of the practical activities was to make a paper helicopter and see how long it could hover before it hit the floor. It was really fun to see everyone’s different designs fail and succeed.”
“Chemistry was interesting because we built on the understanding we had from previous years of study and looked at the field of Chemistry in more depth and complexity than ever before.”
“Year 10 Biology was interesting because it facilitated deep dives into particular branches of Biology that intrigue me.” Eden Levit
“I liked learning about the complexities of living things and how they interact with each other and the environment.” Mariah Lewy
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Throughout this year of Science we have had a great time and we have learned many new and interesting things.
Isaac Gorelik
Finally we learned about ecosystems. Throughout this topic we learnt about biomes, sustainability, biotic and symbiotic relationships and biotic and abiotic factors. Overall, we all had an amazing time in Science and we can’t wait to see what we are going to be learning next!
Once we mastered learning about the nervous system, we moved on to learning about the endocrine system. We started this topic by learning all about glands in our body. When this was completed we split into groups and had a lot of fun using all the knowledge we had just gained to create a presentation about endocrine glands. After learning about each gland, we moved on to the reproductive system. At the beginning, Ms Greenhill asked us to draw what we thought the male and female reproductive systems looked like. After learning about the reproductive system, we drew the male and female reproductive system again and it was really fun to see how much we improved the detail and labelling of the diagram.
Ashley Goldman
YEAR 9
“I liked learning about how different materials react with each other as it gave me a clear understanding of real-life examples where these reactions occur.” Lachlan Hoenig
“The Night of Science and Wonder was really cool, not only to see other people’s work but also to be able to research something that interested me. It made the assignment much more enjoyable.” Zac Urbach
YEAR 10
We have learnt about the nervous system and how our body functions. We learned all about neurons, homeostasis, negative and positive feedback and muscle movements. We even played some really fun puzzles and completed them multiple times to see if repetition affects the time it takes to complete them.
By Romy McCorquodale and Mia Levin
Ella Engler
“It was very interesting to learn about the discovery of the double helix and how Rosalind Franklin’s data and study was provided to James Crick and Francis Watson, allowing them to discover the double helix without her knowledge. If it was not for her data and discoveries, she might have ended up being the first to discover the double helix and could have ended up winning a Nobel prize, which Crick and Watson actually won after publishing their findings.”
By Kira Levin-Kahn
“The Expo was a great experience to have had and a really different PoU to any I have ever worked on.”
Julian Abelson, Director of Studies 7-12 Jewish Studies
By Hannah Greengarten
The Year 9 Bioethics and Judaism students were treated to a meaningful and heartfelt Zoom presentation and discussion from Doron Lazarus, the CEO of Save A Child’s Heart (SACH) Australia.
“Save A Child’s Heart will do as much as they can to save a child’s life no matter the cost, where they come from or who they are.” Ethan Hirst
On the Synagogue excursion, we learnt new things about Judaism –we didn’t really know about Renewal or Sephardi Judaism before. We learnt that the different streams practise Judaism differently and that they have different things that they do in shul, like separating men and women and praying in different ways. For example, Renewal Judaism uses more music, yoga, meditation and dance in prayer, but in others the prayers are read or sung more traditionally. I learned a bit about the difference between being Sephardi and Ashkenazi. The Sephardi Torah is really special because it was so easy to use, standing up and having a brake to control the turning of the scroll, and the case was so pretty. All the synagogues were nice in different ways and taught us different things, but my favourite was the Masorti one because it’s my shul and I feel most comfortable in it.
Synagogue Day – a day of diversity and pluralism
Racing to repair the world – Project-based Learning (PBL) day
“They continuously help not just the children but the whole family to feel comfortable, loved and safe.” Mia Levin
As the day went on, we focused more on the specific goals that our groups were working on, which for me was Sustainable Cities & Communities. We had to find problems associated with our global goals so we chose to focus on air pollution in cities, making them unsustainable. We researched our topics in more depth. After researching how deeply this problem affected society and designing Instagram posts to show this, it made us all the more eager to find a solution. We had so much fun and can’t wait for the next PBL day to continue trying to heal the world!
Sam Levi
“For me personally, this night will be one that I will never forget!”
We have been focusing on the concept of Tikkun Olam, Healing the World. To do this we have been studying the 17 UN Sustainable Development Goals put together in We2015.started the day with an Amazing Race-style game. We raced around the School in our project groups and found posters with QR codes that we had to scan. After scanning the QR code we were asked a question based on the Global Goal that was presented on the poster and if answered correctly you would get an action which you had to perform and take a photo of and a clue leading you to the next poster.
Daliah Smagarinsky
Jack Goldberg
“Everyone who works for SACH is a volunteer. This is inspiring as it shows that they are working for SACH just because they want to help people.” Georgia Kawalsky
“Their commitment to educating the next generation of surgeons so they can help more people in their home country is inspiring.”
Bioethicists explore
YEARYEAR98
“Israel Expo has been an amazing experience. We got to do research by sitting at a computer screen, but I also heard from some experts in Hebrew, including Morah Harvey and Morah Bar-On. I also got to share my work with everyone who came to visit my stand!”
YEAR 7
HIGH28 SCHOOL
Liberty Waldner
“Well done on a fantastic Israel Expo! A huge amount of work by students and staff. The students were clearly very engaged and excited to display their knowledge and work. I was particularly struck by the students’ passion for Israel and how this project had engaged them in a deeper understanding of the country and its complexities.”
Here are some student thoughts following the session that demonstrate the spectrum of thought and how our students can be impacted so differently from the same presentation:*
srael Expo
Save A Child’s Heart
I was blessed with being able to go to four separate synagogues in Sydney. All are unique, beautiful and lively. Our first synagogue was The Great Synagogue. This synagogue which falls into the branch of Orthodox Judaism, had an absolutely stunning atmosphere and there were many things to learn about there. We then went to Sephardi Synagogue, Coogee Synagogue and Emanuel Synagogue. It was amazing, but I can’t even fit everything I learnt about them into this! It’s just that fascinating. Sadly, due to misinformation online, many synagogues around the world have been attacked, but luckily the Synagogues we went to were still in great condition. This I am eternally grateful for. Going on this trip has brought me even closer to my Jewish heritage and I simply could not ask for more. By Jacob Fidler
You live on our level, not above nor Nodown,water shapes before you, neither the Youground,live with us as one, and we live with you as one.
Talia Kleviansky
“It was fascinating to hear from different perspectives and denominations and the different ways that the Rabbis perceive certain pressing issues at the forefront of our modern society. I particularly liked when the Rabbis drew points from each other and bounced ideas between one another.” Isabella Filipczyk
We welcomed three esteemed Rabbis –Rabbi Ninio (Progressive Judaism), Rabbi Elton (Orthodox Judaism) and Rabbi Cohen (Conservative Judaism) to participate in a Q&A panel for the Shavuot session of our Year 11 Speaker Series.
“I thought that the panel session was extremely engaging as it was so interesting to hear both the conflicting and the shared opinions from the Rabbis of different denominations and beliefs. Further, comparing and contrasting the three Rabbis’ opinions with my own was insightful in helping me gain a deeper and clearer understanding of my own beliefs.” Justin Faul
Jayda Sacks
Praise the God within Look within yourself, Deep into your heart, mind and soul, And you will find inner peace, Your true being. Worship this being, Care for this being, Grow and mature this being, For as you do, you are extending your Eachgodliness.urge you act on grows the god in Theyourself.aspect of God that has been gifted into Throughyou, the barrier of life, The holy touch of God, Pierced your soul and consciousness.
By Benjamin Rosenfeld
As you grew in your mother’s stomach God grew with you By your side since the moment of your Godexistencechooses to live through you So, act as if you are the holiest of holy The truest of truth The mightiest of might And in these acts God will live through you.
YEAR 10
As an extension to their Holocaust Theology Performance of Understanding, Year 10 students could compose an original prayer. The prayer had to clearly express their personal theology as well as their personal responses to the Jewish connection between God and humanity, and God and the tragedy of the Shoah.*
There would be no prayer for “my version” of God as it would not only go against the idea of having to give back, but also put us under the idea of slavery or almost captivity. Rather than a prayer towards God, this is more a show of gratitude rather than praise: We are grateful for the effort you afford towards us, Out of all the greatness you bestow, you use it to better us, You expect no thanks, and we live our own rules, You are there as support, you are there as a tool,
In their online Reshet discussion forum following the event, students were asked to share their thoughts on the panel as a whole, before delving more deeply into one of the topics discussed. Here are some of the students’ overviews:*
“The panel was interesting as the many opinions about important topics were discussed in a way that each Rabbi could put forward their own unique perspective. The responses given opened my eyes to the different sects of Judaism and how to accept people’s differing views and opinions.” Luca Calderon-Havas
The Jewish Studies staff selected ten or so of the most pressing issues from over 40 questions sent by our students asking, “Rabbi, I was wondering…?”. Following the set questions, students were able to voice additional questions, which continued to show their contemplation and care about Judaism and living Jewishly in today’s world.
“It was particularly interesting when I thought the Rabbis would disagree with each other in response to a question, but didn’t, and when they gave answers that I did not expect.”
YEAR 11
*By Daphna Levin Kahn, Head of Jewish Studies 7-12
Being the change, one box at a time Year 9 Be the Change class had an engaging and informative workshop with Gali Blacher and Maddy Jones, founders of The Good Box, around issues of homelessness and how to start your own social enterprise. Students learnt about the different types of homelessness, their causes and solutions as well as the many organisations in place to help out. They also learnt about the challenges of starting a new social enterprise and the benefits of having a partner with whom to work. Students loved writing personal notes to add to the Pet Boxes and Women’s Boxes that they built and packed.*
“I enjoyed the panel as each perspective gave me something different to think about, a different idea to consider. It made me question my own beliefs on the different questions asked and encouraged me to think in different ways.”
Contemplating God and the Holocaust
Investing meaning
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By Talia Rabin
Rabbi I was wondering….
Year 7 –A taste of the Old City
Years 7 and 8 –HaTzofim – םיפוצה HaTzofim םיפוצה, Scouts, is a popular Israeli youth movement, and now has a branch in Sydney for Hebrew speakers. Year 7 and
In households across Sydney, the smell of delicious sesame-crusted Jerusalem Bagels (ה׳לגייב ימלשורי) wafted from home ovens. As part of learning about Jerusalem, Year 7 students baked this oval-shaped bagel, which is traditionally sold around the gates of the Old City in Jerusalem. While the students worked, they practised new words, such as: to knead “LALOOSH” שולל and to mix “LE’ARBEV” בברעל. The excitement from students and parents alike was palpable.
Year 8 – Marble Cake Year 8 students wrote their own Marble Cake recipes in Hebrew and got to bake together in one of the Zoom sessions. The proof is in the marble cake!
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Year 10 – The Israeli flag
You have probably seen this every day since your first day in Year K. But have you ever stopped to think what is behind the Emanuel School symbol? Year 10 Hebrew students studied the history and meaning of Jewish symbols. Here they explore the Emanuel School logo.
By Oriel Levy, Ella Engler, Tali Yedid and Gahya Cesana
As students from the Year 10 Hebrew class, we looked at the artwork named Variations on The Israeli Flag by the designer Yitzhak Yoresh. We were then given the task of designing our own Israeli flag. We had to think about what Israel means to us and use this meaning to shape the design of our flags.
Olive branches are a symbol of peace, and their origin is the dove with the olive branch from the story of Noah and the Flood. These olive branches represent our Emanuel community and how we work together: just like the olive branch gives oil to the Menorah, and the Menorah gives light, so we perform good deeds which bring light into our world.
לוק תירבעה
Hello, Emanuel community! In our Hebrew class we are learning about Jewish symbols. We have also learnt about the symbols in the emblem of the State of Israel, what they symbolise and their origin. In class, we looked at the symbol of Emanuel School and what it means and represents.
Symbols
Year 9 – Kol Ha-Ivrit –
Ma nishma? How is it going?
In Emanuel’s logo there are three symbols: Torah, a candle and olive branches. The Torah symbolises our Jewish identity, Jewish history and our Jewish values. The candle represents light. Light is happiness, knowledge, and good deeds. When we think and care about other people, we are helping to illuminate the world.
Shalom, we are the Year 9 Hebrew class. Welcome to our new radio course! The name of our radio show is Kol Ha-Ivrit תירבעה לוק: the word ‘Kol’ לוק means ‘voice’ but a homophone of that word ‘לכ’ meaning ‘all’. Kol Ha-Ivrit could be translated as either ‘the voice of Hebrew’ or ‘all of Hebrew’. This year we uploaded several podcasts about different topics so tune to our program at Kol Ha-Ivrit תירבעה לוק and… brush up on your Hebrew.
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excursion to Bantry Bay
History8
By Jessica Linker, Jaime Keyser, Gemma Wainstein and Franki Kurlanski
We travelled to the Northern Beaches to investigate the fluvial system that operated in Bantry Bay. We examined topographic maps of the area to get our bearings, before we set off to do some fieldwork. We investigated the amount of natural vs exotic species of vegetation that exist in the area before we made our way down to an area of the river that was heavily impacted by human activity. We looked for animal species in the muck before setting off down a goat track to a much more serene and natural environment. Here, we tested the water and discussed the massive differences that existed between the two sites. It really helped us to understand the biophysical interactions that occur in fluvial environments and the huge impact our actions have.
YEAR
By Eliza Bowen, Layla Goldberg, Sasha Goldman, Tammy Kurlansky, Sam Milner and Lara Palic
During Term 2, Year 8 was assigned a collaborative project in History that involved creating a museum exhibition on a chosen aspect of pre-Columbian Mesoamerica. Our group selected the topic Health and Medicine and spent weeks researching, as well as designing ‘artefacts’ to add to our display. We included an embroidered piece to imitate an ancient Aztec tapestry, depicting their traditional medicinal rituals. Another artefact we created was an arrangement of herbs typically used as remedies by the Aztec, Incan, and Mayan societies to treat common illnesses and diseases. Each group then set up their exhibition.
This year we have learnt about so many different cultures and belief systems. One particular religion of interest was Shintoism which we studied within the topic Religions of Ancient Origin. In one class we made origami cranes, to explore and understand the spirits (Kami) that exist in all objects. The lesson began with a discussion surrounding everything we had learnt thus far, talking about the destruction of objects and the relationship between them and the Kami. For instance, if you rip a piece of paper you are destroying the Kami within it and therefore that paper no longer contains a spirit. We all received square pieces of paper and followed a video guide on the steps to construct an origami crane. This process was more difficult than anticipated. Some people got the hang of it very quickly and they helped those that struggled. We then decorated our cranes with whatever we could find and had a lot of fun learning about this ancient tradition that is still commonly practiced around the world today.
By Eden Grynberg, Layla Golberg and Isabella Filipczyk
Studies of Religion
After an hour of frenzied preparation we finally stepped back from our stand, and were able to admire the efforts of our peers. Everyone had produced brilliant, creative exhibitions that engaged and informed us. One highlight for us was sampling the delicious Aztec-inspired chocolate truffles made expertly by the Food and Diet exhibit. Overall, this project provided a fun and fascinating learning experience that deepened our understanding of society in pre-Columbian Mesoamerica.
YEAR Geography11
selected available foods from their kitchens – some bringing olive oil, ground wheat, cheeses and various fruits that people would have enjoyed in ancient Pompeii. It was a reasonably close contest, but Ari (Pompey Magnus) Merten surged ahead and was crowned the winner of the Kahoot.
The Year 12 class had its final lesson whilst online. It is a tradition for this final lesson to have an ancient Pompeian banquet where we wear togas, enjoy some period-appropriate food and compete in a comprehensive revision
By Christian Bell, History Teacher
By Lara King and Yonatan Amsalem
Our Year 12 Society and Culture class was treated to a fascinating traditional Japanese Tea Ceremony guided by Japanese-English Translator, Ryoko Omachi. Ryoko came with two assistants who volunteer their leisure time to promote Japanese culture and receive training for tea ceremonies. Our depth study for the HSC course is Japan and included exploring the nature of traditional Japanese society and culture. Through the question-andanswer session, we learnt about how in Japan, tea is more than a hot drink. It is an important ritual within Japanese culture that creates a bond between the host and the guest to create inner peace, tranquillity andRyotopurity.explained that the tea ceremony is a spiritual process, in which partakers remove themselves from the mundane world, seeking harmony. The presenters arrived dressed in traditional Japanese kimonos, equipped with traditional utensils of a Cha sen (tea whisk), Fukusa (cloth), Cha-ire (tea caddy) and Chawan (tea bowl).
Business Studies
Society and Culture – Japanese Tea Ceremony
The inclusive ceremonial preparation and presentation involved students whisking tea with a distinctive technique, drinking traditional matcha green tea and tasting traditional Japanese sweets. The immersive (and delicious!) experience of this Japanese ritual has most definitely enhanced my understanding of the topic as I now have a deeper appreciation for a beautiful cultural practice that is fundamental to Japanese society.
We learnt about the development of apps and how they could access the technology on our mobile phones such as GPS, the camera and the microphone. We then had a one-day workshop where we thought of a problem and then developed an app to solve it. The workshop was hosted by a group called Generation Entrepreneur who are Business students from the University of Sydney. We had the winning idea with an app called Scoutz. It allowed school-age sports students to set up their own profile on a Facebook-style app that could be accessed by professional sport scouts who were looking for talent. Players could leave details like their clubs, age, videos and also information on the next game they were playing. The app would make money through advertising targeted at teenagers who played sport.
By Leo Latter, Ethan Hirst, Samuel Greenberg, Benjamin Maserow, David Hakim and Gabriel Stiassny
In Business Studies, Mr Symonds waltzed in wearing his Air Jordans (editor Yoni’s note: A clear waste of money) and helped us negotiate the challenging world of business. We had questions. Boy, did we have questions. In fact, Mr Symonds had to impose restraints on trade to restrict our questions to a manageable level, though we collectively still have over 84 left.
We’re excited to put our knowledge into practice as we enter the world of business, for real, as Emanuel graduates.
By Charlotte Lyons
YEAR Business9 Creators
Ancient12History
StudentsKahoot.
YEAR
There were a number of highlights during this chaotic year – math challenges, troubling discussions about flaunting business ethics and detailed examinations of professional basketball. Amid that we explored all the key business functions and took flight to understand the inner workings of Qantas.
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By Hannah Rembach
Making self-watering planters and growing herbs and vegetables from seeds were also highlights. Overall tech was so much fun.
We also learnt how to use and set up a sewing machine – another cool skill we acquired. We pinned pieces of fabric together and used our sewing machine skills to sew them together. We then learnt how to add other pieces of fabric to it to create a pretty bag! My favourite part of making the bag was when we didn’t know how to connect the rope to the bag, so we all brainstormed different ways to do it as a class to find a solution! We then learnt about ethical and sustainable designs and found out about how certain clothes shops are ethical and sustainable. Overall, this was a great, fun and exciting semester in Materials Technologies.
By Jake Joffe
During Semester 1 in Materials Technologies, we began by making our very own Learning Portfolio. This was a new skill for almost everyone in the class and will be very useful for us in the future. Then we learnt how to design things, using negative space, and making sure that everything will work once it becomes 3D. Using that knowledge, we designed a metal bag tag that has a personal meaning to us. We made this by using a hand saw and we also learnt how to use a drill to make a hole inside the metal so that it can connect to a bag.
this year was fun and hands on. We did a lot of interesting cooking lessons and learnt many new things about planting and keeping healthy. As part of the cooking course we made a delicious and also nutritious recipe. We made bruschetta, pesto pasta, nature’s way pasta and also brownies! The pesto in particular has become a family favourite.
YEAR 7 TECHNOLOGYMATERIALS
Year Technology8
By Ruby Friedman
By Eva Nabarro
TechnologyDuringI learnt some amazing skills like time management, team work, organisation and many more. We learnt how to make our own sustainable self-watering planter and how much better it is for the environment. We were able to plant seeds inside our planter and take it home. We learnt how to make pesto pasta, healthy brownies, napolitana pasta and the main focus of the term being the yum bowl, where we could create a healthy bowl of food and personalise it to ourselves – the highlight of our cooking course. Overall the Food and Agriculture course was an extraordinary experience!
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HIGH SCHOOL TECHNOLOGIES
I really liked the sawing because it was intricate work. I chose to make an elephant key chain. I did this by first practising my cutting skills. Then I drew my design and drilled my holes. Using one of my drill holes I cut out my negative space. I then cut out the rest of my design and filed down the edges. Using sandpaper I sanded the piece to make it extra shiny and used an engraving tool to carve in my initials.
YEAR 8 FOOD AGRICULTUREAND
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By Georgia Kawalsky, Kyra Levin, Alena Lewy, Sienna Poswell and Ella Sherman
In our Digital Technologies class with Ms Lord, we had lots of fun with coding, designing theme parks, and learning about cyber security. We started the term by getting familiar with the coding interface that we would use for the remainder of the semester – Grok Learning. Grok has many different interactive pre-made lessons, such as lessons about cyber security and how it is possible for people to infiltrate your personal data by simply looking through your social media. We then worked on the Theme Park project for the next third of the semester, a project where we designed an entire theme park business from scratch. This project started by brainstorming different names for our various theme parks and drawing multiple designs of a logo. After a drawing was chosen, it was electronically compiled on Canva, then edited in Adobe Photoshop. Using Canva again, we then created a promotional leaflet that included our theme park’s logo and urged people to visit our amazing theme park. The final stage of the project consisted of modelling the profits and losses of our theme park on a spreadsheet. We learnt how to use formulas to calculate costs and incomes, and how to use percentages to mark up prices. of an interface processor and two control buttons. also has a built-in compass, battery socket and reset button. When downloaded correctly, a program can be put onto the Micro:bit to show different things using the LED. Utilising the accelerometer and compass, a simulation of an egg and race can be coded, creating a no-mess game that can be played over and over again. The term ended with the creation of an original game or system that incorporates the Micro:bit’s sensors.
It
Year
TECHNOLOGIESDIGITAL
At the very beginning of Food Technology this year we did the topic Food Selection and Health where we explored how to keep a balanced diet and eat correctly from all the food groups. During this topic we made apple crumble, rice paper rolls and veggie burgers using healthy ingredients. This topic taught us how to be healthy but still eat yummy food. In Term 2, we learnt about Food in Australia – understanding how native fruits, vegetables and spices were used in different dishes and mixed with different cuisines from all over the world. We also made classic Australian dishes. We made damper as well as modsquad pizza which included wattle seed and native saltbush. Due to home learning, Food Technology was not the easiest subject to study during Term 3, yet we had many exciting recipes to cook in our kitchens. We made pancakes, rice pudding, chocolate chip cookies and many more. As our topic was Food Equity, being at home allowed us to see what everyone could make with the foods in their own kitchens. This showed us many variations of the same dishes based on what people had available.
spoon
YEAR
The code.this,BeautifularoundTurtle.learntlanguageendedTechnologiesDigitalsemesterrevolvingaroundthecodingofPython.ThroughGrok,weaboutadrawingformofPythoncalledTurtleutilisescommandstomoveafigurethescreen,leavingalinebehinditasitgoes.imagesandsequencescanbe“drawn”bydoingevenchangingcoloursandlinesizeinmoreadvancedThesecondpartofourPythonlessonswasallabout a mini Single Board Computer called the Micro:bit. A Micro:bit consists
a 5x5 grid of red LED, 25 external pin connections, an accelerometer,
YEAR 9
TECHNOLOGYFOOD
By the 9 Digital Technologies Class 9
Despite the obstacle of online learning, Hospitality continues to be a subject that teaches us so much about ourselves, others, and the industry itself.
HIGH SCHOOL TECHNOLOGIES
YEAR 10 TECHNOLOGYFOOD
HOSPITALITY
By Clio Stockley
Food Technology has always been a favourite subject of mine. We have learnt new skills and techniques throughout the year. The foods we cooked expand our palate and throughout our topic we have explored many cultures. A highlight for me was the cake decorating PoU. It allowed me to show my skills in this area and push myself in what I can achieve in a short period of time. Whilst online learning has put a bit of a kink in class, we are still cooking and learning new things, giving us more freedom in practical classes.
YEAR 11
I made the switch to Food Tech from another elective in Year 10, making me a new student to the course. I thought that I would struggle to catch up to everyone else in terms of both theory and practical skills, but this wasn’t the case at all. My peers and my teacher helped me every step of the way making sure that I understood what was going on. Food Tech is a fun subject and I recommend it to anyone who is looking for an exciting elective!
By Olivia Elias
By Jessica Rubin
By Ava Rose
TechnologyFood allows me to express my creativity and passion for the food industry which I have a strong interest in. This year I learnt many skills like how to cut an onion, not burn my hands, use a commercial dishwasher and time management. My favourite unit had to be making and decorating cakes for the Food for Special Occasions unit where we explored traditional celebrations and what food is unique to different cultures. I loved learning about the Greek culture and was interested to learn that Greek people put a coin into a cake to symbolise a year of good luck when found. Food Technology is a fun and creative subject where you can express your interest in food and create a delicious, aesthetically pleasing meal. Online school food tech was much harder than anticipated as we cooked meals in short periods of time while juggling a dish, cleaning the kitchen, quieting your noisy family and being on Zoom all at the same time.
I am looking forward to learning more next year in Hospitality class.
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Hospitality this year, has been a wild ride to say the least. From practical cooking lessons to theory lessons, barista courses and even a week’s stay slaving at the SeaWorld Resort in Queensland, we have come so far from where we started just a year ago. Hospitality has allowed us to develop not only the ability to produce and serve quality food and beverages, usually safe for consumption, but it has also allowed us to build skills that extend further than just within the kitchen.
By cooking and serving food at functions such as the Athletics Carnival, Swimming Carnival, Grease musical as well as working behind the scenes at the SeaWorld Resort, our class has been exposed to many challenging scenarios that tested our ability to work as a team, while enhancing our communication and organisational skills, creativity, and work ethic.
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In our third term we were hit by the surprise of online school which limited our ability to communicate and collaborate as effectively in the past. In saying this, working from home gave us the opportunity to explore the areas around us in a photographic way and gave us so many new resources to experiment with when creating digital and handmade collages. In addition
YEAR (PDM)&PHOTOGRAPHIC9DIGITALMEDIA
By Phoebe Narunsky and Lucy Menczel
PDM this year was an absolute roller coaster, filled with learning, fun, engagement, experimentation and the occasional zoom glitch. We’ve come so far from beginning with baby steps of learning how to use a camera. This year we have used our own objects to create vanitas still life and contemporary still life photos, studied the Surrealism movement and created a series of collages. We can both say without a doubt that PDM has taught us way more than we could ever have expected over such a small period of teaching and learning. Our class has definitely
YEAR PHOTOGRAPHIC10 & DIGITAL MEDIA
During PDM class this year we have learnt so much about different artists and art movements and a range of artmaking skills and techniques. There have been some bumps along the way such as lockdown and managing independent projects, but with perseverance we got through it and completed everything to the best of our abilities. We have learnt about appropriation, surveillance, the creative process and domestic realism. These topics have taught us so much and made us appreciate PDM. Some skills we have learnt are using a film camera, learning how to use different Adobe programs, knowing that there is never a right or wrong in the creative process and how to manage our time with completing tasks.
Amongst the many memorable moments, highlights were: Getting our film back, using the Kodak film cameras, finding a solution to something you have been struggling with and proudly submitting our finalised Learning Portfolios and artworks. Learning at home can have its ups and downs and PDM definitely gets affected by it, but it also teaches us to think outside the box and do things we wouldn’t normally do if we were at school. It also helps us appreciate our own home environment more. Overall, this year in PDM we have learnt and grown so much and we really look forward to continuing our skills beyond the course.
grown closer with each term. Collaboration has formed an important part of our learning, through engaging in meaningful feedback sessions to strengthen our creative processes.
The final unit of the year ‘Future Artefact’ enabled us to expand our concepts further through hand-built ceramic vessels. My wallpaper conveyed the process of metamorphosis, the idea of human transformation with the motif of the butterfly being the focal point of my design. I was heavily inspired by Vincent van Gogh’s ‘butterfly series’ and Japanese’s artist Yoyoi Kusama who explored her childhood trauma through the repetition of dots in installations. This unit has helped me develop my artmaking and technology skills and has expanded my knowledge on various artists and my cultural identity.
Analysing cultural elements in Ah Xian, Yinka Shonibare and Gustav Klimt’s work, enabled us to develop a strong concept that represents our culture and identity. This process began by creating a detailed mind map where we explored various concepts drawn from our cultural context. These ideas were later developed into thumbnail sketches and the research of multiple artists helped to create a profound understanding of the concept we wanted to Throughportray.motifs
and symbols, we created the aesthetic of our work experimenting with different art mediums and Adobe Photoshop to merge our designs into a finished poster. Ideas addressed in our wallpaper include ethnicity, the significance of human connection, socioeconomic status, mental health, Australian culture and many more.
Unintentionally, I chose two of the technically hardest forms when working with earthenware clay, which was a sphere and a flat slab. The idea I had in mind was to create two identical book ends in the shape of an ‘L’ from two rectangular slabs combined together and a hemisphere in the middle. My conceptual idea behind this was to signify conflict and dispersion that our society is facing with opposing ideas such as racism, gender identities, climate change, wars, and Afterpolitics.manylessons
our artmaking process by visiting the Art Express gallery on an excursion to gain inspiration from prior HSC major works and brainstorm the conceptual ideas which were primarily from our wallpaper designs, as well as designing the aesthetic properties our pots would have.
By Eliza Bowen and Benji Dyce
we’ve found it to be a source of serenity from the stress of the world around us. Overall, PDM has been an amazing experience and one that we look forward to continuing to pursue next year. Thanks to Ms Keong our creative minds have grown and developed so much along the way, and these skills we have learnt will set us up for our future art endeavours.
In Term 2 we studied the conceptual, aesthetic, and fundamental nature of ceramics, and to what degree they affect the decisions of an everchanging society. A quote by Christian Violatti was the foundation for ‘Future Artefact’ stating how the elements of pottery (shape, type of surface, colours, drawing patterns and decorative styles) in particular cultures and times can lead the development of a society by challenging ideas, values, or Weauthorities.commenced
By Katia Auerbach and Milly Ginzberg
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This year in Visual Arts, we were assigned to create a conceptual wallpaper design inspired by our cultural context. This unit, ‘Culture Vultures’, was centred around Michael Shermer’s quote “Humans are pattern-seeking storytelling animals, and we are quite adept at telling stories about patterns, whether they exist or not”. This influenced us to draw from our experiences and reflect these themes through patterns in our wallpaper.
YEAR VISUAL11ARTS
learning the correct technique to handle and shape clay, I made four rectangular slabs that were identical in size with the assistance of a slab roller and a paper cut-out, used as a stencil. From here, I waited a few days for the clay to harden slightly and combined the slabs by first scoring the area where they connect, and then applying slurry to reduce air bubbles, which was held in place by a metal stand which wasn’t exactly 90 degrees but was good enough. Proceeding, I built a hemisphere on top of each ‘L’ shaped book end using a technique called coiling, which was a challenge as I was determined to achieve two identical, perfectly round hemispheres. The pots were then fired in a kiln, coming out rock hard for us to paint, and using white and black glaze, I painted a checkers design on my pot, continuing the same conceptual idea by incorporating two polar opposite colours, signifying societies differences. Overall, this was an awesome term, as it gave me the skills and knowledge to take into my HSC year and beyond.
This Too Shall Pass Drawing
My artwork focuses on the idea that sometimes, the mask becomes reality and the authentic self becomes eclipsed. The photographs in my major work aim to capture the mask in the moment of it being taken off, or accidentally slipping. It attempts to capture the sense of disassociation and disconnection in relation to a fractured identity.
Lara King Fight, Flight or Freeze
There will be time, there will be time, To prepare a face to meet the faces that you meet.
My HSC work aims to explore the effects of trauma on the mind and the body. It highlights the duplicitous nature of the healing process as well as the dichotomies between recovery and post-traumatic stress. The double-exposure technique captures multiple faces and states of being – sometimes vulnerably revealed, and sometimes hidden by a mask.
Eitan Vaknin
Arin Miller
Photomedia
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I seek to uncover the multifarious impacts of sexual assault by creating scenes which shock, offend and intrigue viewers. The emotional and physical effects of such trauma are prevalent yet often not wholly understood or articulated, and through demonstrating acts of violence committed against the aphrodisiacal symbols of fruit and meat, I have intended to communicate the actualities of sexual violence.
The experience of emotion is inexorable. This Too Shall Pass is a commentary on transient states of mind. Its title, a Persian adage, reflects on the ephemeral nature of the human condition. This notion of ephemerality is explored in tandem with the fluidity of emotions and the spectrum upon which they exist. I explore this through an assortment of drawing mediums and materials, each representing a specific emotional state, whilst the layering of my work in a time-based sequence, emphasises the notion that the emotions co-exist symbiotically. The continuously changing imagery further elucidates their temporality.
Maya Armstrong
A realised existential threat Drawing
My work, A realised existential threat brings light to one of the six possible existential threats of our time, it is a commentary on rising biological experimentation, especially on conscious life and the biblical disasters that fate its exploration. This message is conveyed through three scenes drawn on paper in which present a world without the morals to avoid this fate, in consequence exhibiting horrific procedures taking place in their present and what could be our very possible future.
Photomedia
The title of my work suggests the intersection between my photographs and the Lovesong of J. Alfred Prufrock by TS. Eliot: the idea that we rarely present our true face to the world, particularly when we are in the grip of a mental illness.
My body of work, May we walk gently on this land, is a postcolonial ceramic representation of the impacts that British colonisation had on the Australian landscape. The stylised depiction of vibrant coral contrasted by the dull colonial symbols reveals the degradation of the Great Barrier Reef, being one ecosystem of many in Australia that is heavily impacted by anthropogenic factors, despite once thriving alongside Indigenous management practices that were abolished as a result of Aboriginal oppression.
Sophie Sawicki
May we walk gently on this land Ceramics
The Inner Self Core Sculpture
Kiara De Veroli
Connection is a fundamental human desire, yet sometimes unattainable with the people in our lives. My body of work explores the obsession of longing for deeper relationships, and how this process can inhibit growth and happiness. The contrasting material qualities of my work embody the struggle and then the process of embracing and accepting. Yearning by pushing through the clay, only to find a cage, a barrier. The fragility of the paper, entwined with wire then slowly unwinding the cage. Ultimately, our acceptance of the things we can’t change allows us to build meaningful relationships and achieve fulfilment.
Sculpture
Jayda Abrahams Transience of the Self Sculpture
“You are always a possible you.” – Italo Calvino
Humans exist on a continuum, with the current ‘you’ being a different person to the ‘you’ a week ago, a month ago, a year ago. Obstructing repeated versions of one face in a nuanced manner explores the idea that a person is in an ephemeral state, both on a personal and societal level. You exist as a different person in the mind of everyone who knows you. You are constantly changing – progressing or regressing – but nonetheless evolving to fit the many factors of your life.
Touch
Emily Rubin Behind Closed Doors Photomedia
Home is a safe haven and comfort zone. A place to build memories as well as a place where we can truly be ourselves. Whether our houses are big, small, fancy, or modest, they are our shelters and our sanctuaries. My body of work, Behind Closed Doors, explores the idea that different intimate places around the house can reveal a part of one’s personality. Each house that is featured in the book represents a household of a family that have played a role in my life and helped develop who I am today.
Noam Meretz
41 Rebecca Nebenzahl
Limestone is a core element in our planet. It is a common type of carbonate sedimentary rock, formed by the accumulation of minerals or organic particles at the earth’s surface. The calcium carbonate within the material gives it durability in all places across the world whilst used for different things. The inner self relies on the core strength of family as well as the community which they are surrounded by. The use of stone displays the durability and long-lasting connections which blood relatives have. Through these connections a persona can develop flexibility whilst staying connected to family regardless of their geographical locations and building their inner self.
Elongated act of an accelerated departure Ceramics
By Ella Bortz
In Classroom Music this year, we explored three main units: North American folk music/the Blues, Australian, Aboriginal and Torres Strait Islander music, and finally, film music. While studying North American folk music, we revised the guitar chords we learned in Year 7 and learnt different folk pieces individually and in groups. One of the pieces we learned in groups was Shortnin’ Bread by the Andrews Sisters. We were first put in groups of four, and then took turns playing the melody, bass parts and a 16-count improvisation. Then, we began learning about Aboriginal and Torres Strait Islander music by listening to and singing traditional songs and pieces of music. Our assignment for this topic was to create a multitrack recording using the lyrics of a song we learned in class along with traditional instruments such as clap sticks. Finally, we began the study of film music. We learned about film and scoring techniques, as well as how to take spotting notes for scene analysis. Using our newfound understanding of film music, we were given silent surrealist films made by the current Year 8 art students, and were tasked with the challenge of scoring them, from background music to sound effects. Overall, Year 8 Classroom Music was about immersing ourselves in other cultures and styles of music and being able to fully understand the meaning and process behind making our own pieces.
Photos with courtesy of Ofer Levy
YEAR 8
By Alice Milner
By Ashley Cohn
YEAR 7
Music this year was a great experience! We learnt how to play the guitar and about music from the Renaissance. For our PoU we played the Volta where we had to play a piece from the Renaissance and improvise using the certain scale. We also learnt about different drum patterns and had lots of fun using wooden spoons and buckets as our drums! Music this year was a great introduction to High School music!
This year in Music we focused closely on composition and performance which were two really fun and exciting aspects of music. Our class loved to learn how to make amazing compositions and felt so proud of what we made. Being able to watch and learn from watching each other perform and performing together as a group was also a highlight of our class time. Our whole class cannot wait for what Music Class next year has to offer!
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I have greatly enjoyed Classroom Music this year. Even through lockdown and all the troubles that it caused, Music has been a constant for me and something I can always have fun with. My teacher Mr Majsay has been great at teaching us about all the different types of music including Jazz, Classicism, Romanticism and music of other cultures. We have composed, performed and analysed many different pieces of music. I will be taking Music next year for Year 11 and am looking forward to it.
YEAR 12 MUSIC 1
In the first term, we prepared a soundtrack to accompany a short silent film, which we had to compose with our own instrument for the topic: An Instrument and its Repertoire.
Year 11 Music 2 was a very interesting experience. I hadn’t done a music lesson in school for two years, so it was really great to get back into learning. In our classes we looked through many different pieces of music from the 1600’s to before the 1900’s and spent time going through and analysing classics such as Dido’s Lament, Zadok the Priest and many more. We later got to choose our own elective topic to focus on for the term and create a portfolio for the topic featuring a performance, a composition and an essay as well. My favourite components from this year were the composition elements. Unfortunately, we had to perform using recordings from our homes due to lockdown, but I am optimistic for next year where we should be able to perform live.
By Myles Cohn
By Ariella Tracton
YEAR 12 MUSIC 2
YEAR 11
By Aiden Merten
YEAR 10
Despite spending some time in lockdown, our last year in Music at Emanuel has been a memorable one and a perfect way to end our musical journey. Under the guidance of the wise and intelligent Ms Springford, we have all grown to become well-rounded musicians who have a deep appreciation for music and will continue to take music with us wherever we go. We have been inspired by her intriguing lessons including Zoom improvisations with fractals, whirlies, transcribing the lockdown alarm, portfolio stress, pathetic percussion covers of Nigel Westlake’s Music with 6 Musicians, and musical analysis of outright strange pieces that transcend the conventions of modern music. We have also had fantastic opportunities to improve our compositional abilities and performance skills through countless workshops and mock exams with fine musicians such as Alice Chance, Jason Noble, and our resident, Antonio Fernandez. We can all agree that in Year 12 Music this year we did indeed learn something.
As part of our course, we all had to do one core performance and pick three electives. In our electives, we all chose pieces from the topics: Music from the 20th and 21st Centuries and an Instrument and its Repertoire. While preparing for our electives, which included Musicology, Compositions and Performances, we all presented to each other and gave feedback on how to improve. We also did aural practice throughout the year on pieces like Grace Kelly by Mika, Everlasting Motion by Daniel Caesar and Hamid el Kasri and even the iconic aria, Habanera from Carmen!
Prologue: Year 9 Drama
Year 11 students began the year unravelling the mystery of Ruby Moon. In doing so, the students explored the notion of the missing child, grief and the role of the neighbourhood in suburban Australia. This was followed by an examination of The Insect Play. Students took on the role of program designer, costume designer, scriptwriter and researcher to explore the ideas further within the text. Students concluded the year with a showcase of their monologue and group devised performances via Zoom. The groups entertained the audience with their humourous take on the fast food industry and raised confronting issues though their sensitive monologues. A wonderful year of fun and risk taking – I can’t wait to see what this group produces in their HSC year!
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Year 9 Elective Drama students were introduced to the basic concepts of Drama through improvisation. They explored character, voice, movement, levels and tension to develop meaning on stage. Year 9 used their knowledge to explore monologues based on story books as well as song lyrics. They also explored political theatre through examining Brecht’s theories, creating their own group-devised pieces. Year 9 have begun their dramatic studies with great enthusiasm and I can’t wait to see what they produce next year!
Act 1: Year 10 Drama
Year 10 Elective Drama students engaged in the study of Commedia Dell’ Arté to create their own group devised pieces. Their uses of this style to present social commentaries were very entertaining. Students also took on the role of set designer to create a stage concept for the play Away by Michael Gow. To finish off the Act, Year 10 created monologues and group performances. These were presented as Zoom performances to family and friends. Their work reflected a sophisticated understanding of how characters can evoke a powerful response form the audience. Well done Year 10!
Prologue: HSC Drama
Year 12 students worked conscientiously to develop their knowledge about the core Topic Area: Australian Drama as well as their elective: Black Comedy. The students worked together to take on the roles of director, set and costume designer and actor to establish a vision for the plays. These ideas formed the basis of their essay and written work and helped to prepare them for the HSC examination ahead. Simultaneously, the students developed their monologue performances and established a range of weird, wacky and wonderful characters. The Year 12 class certainly rose to the HSC challenge amid COVID-19 creating exceptional work.
By Samantha Bauer, Head of Drama
Act 2: Preliminary Drama
talent.aCABARET…showcaseofincredible
The theatre was adorned with fairy lights and candles. The perfect setting and mood created for a CABARET…..and even though we could only have a small audience, the audience was not disappointed.
Thank you Liat Granot, Ezra Hersch, Ruben Mihalovich and Guy Rein: organisers and “hosts with the most” for all their hard work in making the show the success it Congratulationswas.and thank you for the music.
By Samantha Bauer, Head of Drama
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The performers were incredible. We were treated to a variety of show tunes from the students’ favourite musicals such as Pippin, Little Shop of Horrors and even The Muppets Congratulations! to all the singers for their commitment and professionalism – you were amazing. Thank you also to our talented accompanists: Daniel Burley and Joshua New.
By Jett Sher
STEAM is completely different to all other subjects as it is completely hands on. In STEAM we get to control our lessons completely. We decide where each project leads to and how it ends. STEAM is so great as it allows us to use our imagination and at the same time, we are learning so much with completely different handson activities.
By Aiden Kanevsky
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By Arella Codorean and Noa Wajsman
By Talia Tsipris
Despite resources being limited in comparison to that available at school, I have still enjoyed creating vehicles in the first part of the course. This was great during lockdown as unlike many classes it gave us a break from technology and required a hands-on approach to complete. In the second part of the course, I developed new design skills with Fusion 360 and I look forward to continuing using these skills and continuing with more hands-on work upon returning to school.
By Jonah Levi
The things we learn in STEAM are very useful compared to other subjects. The practical aspect makes STEAM fun and I think I learn more that way. I really enjoyed making the light circuit boards because we made them all from scratch and I thought that was pretty cool. Overall, it’s just a really fun and useful class to be in.
In lockdown we made an elastic band propeller powered car and learnt how to use the design software, Fusion 360. I am looking forward to going back to school and making my trebuchet.
STEAM is a fun subject. It isn’t like other subjects as we don’t have PoUs and tests and get to do hands-on activities. I really enjoy how we get to build things in STEAM and be creative. In STEAM we get to learn lots of new fascinating things. In Term 1 we built a Rube Goldberg Machine. This was a really fun project. In Term 2 we learnt about biomimicry and designed our own product based on an organism. In Term 3 we learnt about simple machines and made a trebuchet. In Term 4 we made an escape room. This was really interesting and fun.
Year 9
By Solly Pager
I really enjoy STEAM because it’s a unique subject in which we learn many different and useful skills. I particularly enjoy woodwork and soldering. We also learn how to assemble machines which is especially fun.
Year 10
We love STEAM because it gives us an incredible understanding of how the world works. It is very practical and extremely fun. It teaches us how to build team skills and how to collaborate in small and large groups. We use all our knowledge and creativity to solve problems and create machines, such as the trebuchet and the Rube Goldberg machine. We learnt about simple machines and how they are incorporated into everyday life. We created our own machines based on what we learnt and our prior knowledge. Overall STEAM is our favourite subject; it expands and challenges our minds.
STEAM is a unique subject for a multitude of reasons. Firstly, STEAM is an interactive subject when we apply our learning to practical projects. For example, in Term 1 the class split into two groups and we were challenged to create a Rube Goldberg Machine where you make a simple task complicated. To achieve this we had to work on collaborating in groups and focus on the energy transfers and different simple machines. Whilst it wasn’t all successful, it was fun. Secondly, STEAM is all about learning about many subjects in one, which lives up to its acronym of Science Technology Engineering Art and Mathematics. STEAM gives me a proficient introductory understanding of subjects that will be essential in the future workforce.
By Tobias Topolinsky
By Dan Blecher
By Milla Silberman
In STEAM, during lockdown, I have enjoyed the hands-on practical tasks which have been a welcome break to other subjects which are mostly theory. I enjoyed the propeller car making and the Fusion 360 projects. I’m looking forward to making a functional trebuchet at school and during lockdown I’ve learnt how to use Fusion 360, which I plan to use outside of school.
How is STEAM different from all other subjects?
By Jesse Keyser and Asher Vexler
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By Ashley Goldman
In Term 2 we learned about game development and had a oneday crash course in Unity before making a whole range of video games, from card games to platformer and adventure games. This made us think in a different way than we had before and provided many challenges that we needed to overcome. By the end of the term many of us were on our way to making our own games from scratch. In Term 3, our IST class Zooms never failed to lighten up the day and provide a nice bit of connection during home learning, even if it was just pure chaos!
Although there were some ups and downs, our class finished the year feeling proud of their accomplishments. From assisting the canteen, to creating videogame and 3D models, Software Design and Development has been an extremely rewarding subject that has become a highlight of the year.
For the latter part of Term 4, we learnt about unity from a game developer (Alex Binskin) via Zoom. This was a perfect way to end the year as it consists of more visual engagements and less programming. Alex is an inspiring developer as you can see that he really targets his apps towards people that perhaps don’t get the privilege of playing modern games you see today.
Software Design and Development(SDD)
IST was a really fun class that was enjoyable throughout the year. A class like this reminds you how exciting today’s world is as well as the opportunity that possessing these skills may present us. All of these activities were very interesting and we could not recommend them more!
Year 9
SDD in 2021 was an absolute blast. The Preliminary class learnt how to develop software solutions, languages and programs in order to create major projects to benefit the School. We worked with the Emanuel Canteen to develop systems to help them record stock and take orders, understanding the importance of customer consultation.
Learning about robots, and even building one made me realise that us Homo sapiens are not as useful and intelligent as we may think. Who knows? Soon robots could be more useful than us. We really grasped a full understanding of robots and how they work through research presented as a news article. This also gave coding a very different feel as we could see the physical impacts that the code had on the robot.
IST was a thrilling class with funny students and an amazing teacher, where we explored many topics. We loved building our own websites which were based around A Day in my Life, using HTML. Constructing a website felt empowering and really useful. In the first semester we mainly covered coding in the form of python, coding website design, and Grok (an online coding challenge). These topics allowed us to engage clearly with our code and see in real time the improvements and information we were learning and how it was applied. It was really interesting to see what my classmates get up to in their spare time.
Information and Software Technology (IST)
Year 10
Year 10 IST has been such an amazing experience. We were given the opportunity to learn completely new skills and build upon our programming skills from Year 9. We started the year off learning about robotics and building our very own, if slightly questionable, robots out of Lego bricks and motors.
By Salamon Halmagyi and Leo Latter
Year 11
By the Year 11 class
By Sarah Armstrong
My experience within the French course has been one of exponential growth and personal development. I remember walking into the class and being upset with myself that I wasn’t able to perform to the level of the other students when it came to writing. However, no matter how many times I got upset, no matter how many times I felt like it wasn’t worth it, Madame de Joux was always there to help and lead me in the right direction. I can’t thank her enough. Through this warmth and love, I have been able to significantly improve at this skill and I can only thank Madame de Joux for this…
In Year 10 French, I have learnt so much. I am able to understand a conversation and speak to a certain level. I also learnt grammar in French and can now speak in the past/ present/future tenses. Learning French has been so useful and very enjoyable. J’adore le français, I love French and I can’t wait to keep doing it for the years to come.
But more about the French course! The French course is rich with fun and exciting ways of learning the language. Through the minigames such as matching cards and jumping around the room, we are able to learn language and grammatical features which have been engraved in my mind. For example, we played a song which has permanently taught me the ending of the ‘Imperfect’ and now it’s stuck in my mind and I don’t think I’ll ever be able to get rid of it! (Ask Madame about it, it’s seriously is incredible). If you are at all interested in learning French, this is the perfect opportunity to get started and really get a foot into learning the language!
By Georgie Rosen and Arielle Sharp
French is such a fun enjoyable subject and I look forward to French every day. I love all the topics we learn, and I am so excited to learn more in Years 11 and 12. Even though sometimes it can be hard, we have Madame to support us and help us complete everything to the best of our abilities. We have learned so much.
By Lucy Menczel
Year 10
Merci et bon week-end!!
By Teoh Bader
This year we have done many eventful and exciting French activities such as cooking, watching movies, virtual reality and playing French games. Running through the last three terms, there have been some memorable moments since we have never done French before. When we first got into class we were nervous about learning a whole new language, but as we continued, Madame de Joux made it fun and easier for us. Some of our favourite activities were making crêpes and learning about animals. We were taught lots of new vocabulary in engaging ways, not just sitting at a screen and writing down words that we will not remember. Immerse Me was one of the ways we improved our pronunciation as we were talking into the microphone. Overall, our French journey has been loads of fun and we can’t wait to use our new French knowledge in the future.
French in Year 12 has been incredible! From learning new grammar features and tenses to understanding French culture and current social issues in France, I have truly learnt so many amazing things. Although towards the end of the course things did not go as planned, this was not an issue for Madame de Joux who was up to the challenge and successfully helped us to learn new content and revise for our trials over Zoom. I cannot thank Madame enough for her dedication and enthusiasm this year and I am so grateful. My experience learning French in Year 12 has been unforgettable.
Year 8
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By Ashley Goldmann
Year 10 French has been a great continuation from everything we learned in Year 9. The topics we covered have enabled us to do some amazing cultural exercises like cooking traditional French meals. A highlight of the year was cooking traditional gratin dauphinois with the class on Zoom. Whilst online learning has proven to be quite difficult, we are still doing a range of activities that keep us connected and engaged with each other and French culture. C’était très super! It has been so great!
Being taught and enlightened by Madame de Joux is an honour. Madame’s cheerful and optimistic teaching style allows us to strive to be our very best in her French class. Madame has created a perfect balance between fun and purposeful learning in her classroom. We have covered topics such as Education in France and in Australia, celebrations and festivals, talking about our personal world, friends and family and tourism. Madame provides incentives to learn through the use of authentic French pastries, adding to the already exciting learning environment.
By Phoebe Narunsky
French HIGH SCHOOL
Year 12
“Duke of Ed Silver practice camp was such an awesome experience. We hiked a total of about 30km over three days. The hiking was long, narrow and strenuous however it was extremely fun to be with friends and rewarding to complete after each day.
Well-done to all who took part in this challenging journey: Coby New, Daniel Langman, Lucy Labi, Mariah Lewy, Saul Magner, Adam Rothschild, Tobias Topolinsky, Jonah Levi, Isaac Gorlik, Toby Danon, Jake Sharp, Aron Harpaz, Noah Klisser, Dan Blecher, Jett Sher and Solomon Pager.
‘CAMP COVID’ STRIKES AGAIN!
“We hiked through narrow bush, on wide gravel, on sand, across water, up and down hills steep hills, and eventually to our campsites. The first night we stayed in a very big cave. This was one of the many highlights of my experience as my tent partner and I chose not to set up our tent and to sleep without it. As there were no taps, everyone had to catch drips of water coming from the top edge of the cave as a source of water, for both drinking and cooking. The second night we stayed in a small campsite with trees surrounding us. Another highlight of the camp was having a fire both nights and cooking dinner and telling riddles and jokes around it. We also did ‘Tribal’ both nights which was when everyone spoke about their experiences that day.”
But we made it and there were many smiling faces on the day.
Well done to everyone for getting through a challenging period, and good luck to our graduating students who have endured many delays, but I’m sure will shine in the HSC examinations despite these challenges.
In Term 1 we also managed to squeeze in a sneaky Duke of Edinburgh hike in the Heathcote and Royal National Parks.
DUKE OF ED
Towards the end of Day 2 there were a few tears and cries of “I can’t do this,” heard echoing along the trail, but as always Emanuel students stayed strong and committed to finishing the Duringhike.
So, let’s hope 2022 runs a little more smoothly and perhaps we will all appreciate the opportunities we have to be active at school and in our local community as part of our PDHPE program.
There were some very tense hours leading up to the High School Athletics Carnival held on Friday 4 June at Hensley Athletics Field as torrential rain looked likely to scupper the event once again.
And then……well that’s where our ‘face-toface’ 2021 schooling came to a halt! Never mind, 2020 taught us all one thing – you can still learn online, and it’s not too bad! We certainly learned how to do it better in 2021, and we hope PDHPE programs such as ‘Camp COVID’ in Year 7 – a virtual camp experience involving nature walks, scavenger hunts and camp-fire cookouts (all within COVID-safe lockdown
TERM 3
guidelines of course!) created some fun whilst keeping ourselves active.
TERM 2
By Ray Francis, Head of PDHPE
HIGH SCHOOL 49
week (well for PDHPE teachers at least!).
In the 2020 Yearbook I wrote these words: “You don’t always appreciate what you have until it’s Wegone!”achieved a new understanding of this old saying as 2020 disrupted lives across Australia and the Athleticsworld.programs and carnivals became online teaching programs with apps and videos replacing your friendly local PDHPE teachers. Dance lessons were Zoomed into homes across the eastern suburbs, surfing lessons at Bondi and Maroubra faded into the distant memory and a trip down to Queens Park for a soccer lesson became the highlight of our COVID-safe
the Term break at the end of Term 1, 16 of our Year 10 students took part in a threeday Silver Duke of Edinburgh Award journey in the Hawkesbury River area. Our reporter on the ground, Coby New filed this story:
Little did we know that we would all be off to ‘Camp COVID’ once again in 2021, but at least we managed to fit in the Swimming and Athletics Carnivals before lockdown at the start of Term 3.
Students found the journey quite challenging at times, though one student commented that it wasn’t as tough as they thought it was going to be. As we had only just left the train station and had been hiking for five minutes, this assessment did seem to be a little premature, as things certainly became more challenging.
“I love to read eBooks because they are easy to read and easy to carry but I still love the feel of reading a book. I often read eBooks in bed as it is easier to hold, but I love to sit in an armchair and read a physical book.”
“Author, Catherine Jinks, told many interesting and funny stories explaining how she starts her books, and how she keeps motivated. This was an educational and fun experience for everyone, and we were very appreciative of this chance to ask questions and gain information from a real and amazing author.”
“I don’t see myself as an intense reader, but I do find some peace and enjoyment when reading. I really enjoyed the book review competition.”
HIGH SCHOOL
Stories allow us to connect with people, both real and imagined. They can expose us to new ideas, trigger discussion, develop empathy, and inspire us. Sharing stories through print, eBooks, words and images are what makes us human.
Libraries allow everyone to access stories and as author Susan Orlean (2019) explains: “You read a book for the experience of reading it … there [is] no need for souvenirs”. That’s why the Maria Tirabosco Library continues to grow its collection in order to share the stories that meet the needs of our community. Our Library has always been more than just a study hub, and in its new location in 2021 it has been an inclusive place to relax and read, play boardgames with friends, ask for help and guidance, and feed the mind through opportunities for staff and students such as International Women’s Day, Author talks, Book Week Challenge, Wide Reading in English, Hebrew and French, the Outreach Program, and the miSipur leSipur parent-student reading partnership.
Max Rose, Year 7 –Winner, Book ChallengeWeek
“On International Women’s Day, several people shared touching stories about the remarkable women who had made a significant impact in their lives. It was an engaging and memorable session.”
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Aiden Merten, Year 10
Katya Sacks, Primary Teachers’ Aide – International Women’s Day presenter
By Karen McAndrew, Teacher/Librarian
Victoria Miller, Year 11
“I honestly think there’s something beautiful about classic literature. Charles Dickens, Charlotte Bronte and Jane Austen are among my favourite writers, and whilst I’m still fairly new to reading this genre, I was drawn to it after finishing Harper Lee’s To Kill a Mockingbird”
Jaime Keyser, Year 8
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Photos courtesy of Ofer Levy
Primary SchoolPrimary School Primary School PrimaryPrimaryPrimarySchoolPrimarySchool
I am so proud of what has been achieved by our children, teachers and families this year. I am aware that e-Manuel took hard work and adjustment from the students and also a HUGE effort and commitment from our teachers, parents and community. I would like to thank the incredible team of staff who ensured the year was a success, whether on or off campus. Their dedication and care are greatly appreciated and made such a wonderful difference to 2021! I am so grateful for the amazing support offered by our parents this year. I have always believed that we are a team, but the close collaboration and shared participation over the past semester has been remarkable. I would like to thank the children for remaining as engaged and positive as possible through a time of change and uncertainty. They are always the joy and the reason for all that we do – this year has been no different! Finally, I would like to acknowledge the unwavering support I have received from the School’s leadership and the Primary Executive, who worked tirelessly to ensure the success of 2021. I am indebted to them for their commitment and determination.
I would like to wish our community a happy and safe holiday break and a wonderful new year. I am looking so forward to 2022!
Photos
I would like to acknowledge the hard work from the Years 5 and 6 main cast and teachers of Aladdin Jnr, who continued to work hard and persevere in the hope of the production going ahead. Unfortunately, it wasn’t to be this year and we look forward to trying again in 2022. Thank you to the Year 6 main cast and the teachers involved for the fabulous recording that was created for us.
with courtesy of Ofer Levy
At the end of this year, we farewelled Meghan Carroll as she headed off for a year’s maternity leave. We wish her and Marcus all the very best and look forward to her return in 2023.
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Natayna Milner, Head of Primary
HEAD PRIMARYOF SCHOOL REPORT
Whilst I am sure many people will continue to hold onto positive memories of home learning, such as having our pets with us each day, wearing ugg boots “to school” and having home lunches, it was so exciting to return to campus and so special to be able to end the year together.
2021 began filled with hope and positivity. We welcomed Kindy to Emanuel and many new students across Years 1-6, especially in Year 5. Semester 1 was filled with many wonderful opportunities. Year 6 participated in a fabulous Leadership Experience and began to plan their portfolios. Our Swimming Carnivals were filled with fun and there was outstanding participation from all three Houses. We enjoyed celebrating Purim, Pesach and Yom Ha’atzmaut, we played inter-school sport and we participated in Antibullying day. There were fabulous excursions to Vaucluse House (Y1), Kamay National Park (Y3) and Adamama Farm (Y5). Year 6 began their leadership program and went on a trip to Canberra. Music Camp and its concert were outstanding and we even managed to have a group of Year 6 students and parents travel to the Northern Territory to visit Jilkminggan School. We were also able to hold many special events on campus such as Reconciliation Week and we welcomed our community to join Year 1 Museum Day, the Year 4 Good Design Awards and many Pathways events.
As the end of Term 2 rolled around, things began to change, and the year became entirely different. When I reflect on Semester 2, my initial response is disappointment as I think of all the events and opportunities that were cancelled. However, upon further reflection, more overwhelming than the disappointment, is the pride I feel in what was e-Manuelachieved…proved to be an online triumph, with students receiving high quality lessons in all their subject areas. The teachers did an incredible job to try new things, pivot, adjust and readjust as they created home learning packs and our online classrooms whilst we still maintained essential services programs at school. Not only were the lessons wonderful but we also managed to coordinate the continuation of many of our programs such as Project Heritage and Knowing You Changes Me. With commitment and effort, we still celebrated the Mini Scribe Writers’ Festival, Book Week and Science Week across K-6. The Sport Department created initiatives such as the Inter-House Olympics, Dance Days and Skiptember. We participated in Musica Viva concerts and had a beautiful communal Rosh Hashanah event. We managed everything from PTN to the Capital Appeal during a time when many were cancelling everything.
Photos courtesy of Ofer Levy
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• Zola Foster-Smaller: an archaeologist. I like dinosaurs and I want to dig for them.
• Ella Marcus: a Science teacher because I love learning about Science.
K Eilat
• Sienna Schneider: Willy Wonka because I like baking and inventing new things.
When I grow up, I want to be.... because....
• Jakey Nathan: a farmer because I like looking after animals and plants.
• Angus Clark: a soccer player because I like scoring goals.
• Sam McKenzie: a Ninja Warrior because I’m good at the monkey bars. One day I think I will be an American Ninja Warrior!
• Arielle Shalem: a teacher. Whenever I’m at home I play ‘teachers’.
• Koben Benko: a gymnast because it’s fun and it makes you strong.
• Amelia Epstein: a teacher because I like meeting new people and I love my teachers.
• Liam Hochroth: a banker because I want to look at all the golden money.
• Louis Berg: a racing car driver because I like going really fast.
• Lola Israelstam: a dancer because I like to move my body.
YEAR K
• Toby Allen: a school teacher because I want to help children to learn.
• Daphna Ben Gida: a police officer because I want to catch the bad guys from their crimes.
• Abigail Marcus: a teacher at this school because I like seeing Mrs Strub everyday. Also, I like Maths.
• Levi Wasserman: I want to work for Roblox so then I can play Roblox.
• Micaela Kersh: an artist because my favourite thing to do is paint and draw.
• Hugo Scaife: a racing car driver because the cars are fast.
• Miles Borovik: a painter because I like painting.
• Sylvie Freedberg: an artist. My Mummy is an artist and I like painting.
• Oliver Alkabets: an engineer because I like making things. One day I am going to make a machine that will make you live forever!
• Allegra Hockley: an artist who paints as I like the feel of painting.
• Zara Selikowitz: an artist because I love drawing and painting.
• Lior Kaunitz: a scientist.
• Arron She: a builder because I can build a giant house up to space!
• Kayla Weiss: a gymnastics teacher so I can help other people get better and better and better.
• Alona Schwartz: a teacher because it looks like lots of fun and I would like to teach Maths because I’m very good at Maths.
• Eitan Melman: a math teacher because my mum is one and it looks fun.
• Finnian Carr: a builder – because I get to use a hammer.
• Nava Frankham: a vet because animals are my friends. If I can’t be a vet I want to be Gladys because she fights for the war against COVID.
• Elke Berger: an artist because I like drawing and would love to do it all day.
K Haifa
• Julian Marshall: a painter or vet because they’re good jobs. A vet helps take care of people’s pets.
• Phoebe Gilkin: an art teacher because I’m having lots of art lessons now with my mum and I’m being taught lots of ways to do art and you can teach other people.
• Samuel Veltman: a Police Officer because I like fast cars and sirens and I’m a fast runner.
• Emily Viterbo: to own a chocolate factory like Willy Wonka because there are lots of different chocolates.
• Kirra Ollian: a teacher, because then kids get to teach you things that they know and you get to teach them things.
• Cian Healy: a basketball player so I can shoot hoops all day.
• Ethan Kotkin: a bird finder and photograph them because I think birds are amazing!
• Ariel Greenberg: working as an adult and as a dad because that’s what my dad does.
• Aaron Levin: someone who works at a pet shop because then you get to see dogs all day and give people dogs.
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• Oliver Mendoza-Jones: a shop keeper because then you pay money for everything you want to buy but then the customers give you more money than you bought them for. Then I use that money to buy more special things.
• Leo: Poetry is a beautiful lion’s mane walking in the grassy safari, now sitting in the sun.
• Guy: Poetry is the light shining across the sea making whales jump.
Photos with courtesy of Ofer Levy
Here is a medley of our responses:
• Jacob M: Poetry is soft smooth snow falling from the sky.
• Bowie: Poetry is the glistening water where it is cyan coloured.
• Talia: Poetry is a cheeping soft baby bird calling for her storm cloudy grey mother for morning tea.
58 1YEAR
• Emy: Poetry is the sparkling blue wavy ocean calling my name.
• Arielle: Poetry is the bright, yellow sun shining on the reflection of the aqua blue sparkling glittering ocean.
• Avital: Poetry is love that you love with.
• Stevie: Poetry is an old oak tree waving in the summer breeze.
“What is poetry?” we all asked.
• Zach: Poetry is a marshmallow as soft as a fluffy sheep.
• Katya: Poetry is a baby squealing for her mother.
• Sapphi: Poetry is the cute ginger cat resting next to her mother.
• Alessia: Poetry is the wavy green leaves rustling in the wind.
• Alice: Poetry is the singing crickets in the dark quiet night.
• Abigail: Poetry is the fat tabby cat meowing for food.
• Josh: Poetry is the ‘hooting’ of an owl flying in the sky.
• Paz: Poetry is the gleaming light shining from the moon in the night sky.
1T finds a poem....
• Eva: Poetry is a beautiful white jasmin just picked off from a blooming cherry tree.
• Eve: Poetry is a thousand butterflies flying in the cool wind and breeze above my head.
• Jacob B: Poetry is the silence of the night above my head.
• Sierra: Poetry is the sweet crunch of the colourful autumn leaves beneath my feet.
• Jared: Poetry is a tiny, cute puppy rolling in front of me.
• Sebi: Poetry is fast birds flying in the rustling leaves of the trees.
• Kobe: Poetry is purring of cats.
1B finds a poem....
• Lola: Poetry is like the waves crashing onto the sand.
• Juliette: Poetry is the sound of a horse’s hooves galloping and as green as the grass and as bright as the sun.
• Maya: Poetry is the wonder of the ocean.
• Jonah: Poetry is beautiful and calm.
• Jack: Poetry is you and me.
• Sophie: Poetry is something you make to have some fun.
• Eliana: Poetry is like nature, it is so peaceful.
• Levi A: Poetry is the waves crashing on the shore.
• Nina: Poetry is horses galloping in the meadow.
• Tom: Poetry is like the moonlight shining above us all.
• Belinda: Poetry is the waves crashing. I love hearing them crashing.
A note to our Year 1s
• Goldie: Poetry is as cold as Antarctica and as scary as Halloween.
• Levi E: Poetry is like the world and others.
• Jasper: Poetry is the waves crashing.
• Ariella: Poetry is like waves crashing on the sand.
• Hannah: Poetry is the tree swishing in the wind.
• Bianca: Poetry is the big bright sun.
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• Halle: Poetry is like cute puppies howling in the moon.
• Milly: Poetry is the beautiful light green swaying grass.
• Leo: Poetry is a wave to a very special wave.
• Jade: Poetry is the animals playing in the jungle with green leaves.
What a year this has been The most unusual we’ve ever seen, But we all did so very well This was so easy to tell, We did well, we were honestly just so fine When trying our very best online, And we continued to bloom Back in our very own orange classroom, And now with a tear in our eyes We bid you a fond and happy goodbye. So, with our blessings it’s off you go To continue your very own talent show! We will miss you!
“What is poetry?” we all asked Here is a medley of our responses:
By Mrs Silver and Miss Chester
• Samara: Poetry is as deep as the night sky.
Term 2 began with welcoming Ms Cox to the Emanuel family and the students made her feel right at home. We then turned our attention to applying our scientific skills to our new topic – Materials In Our World. We explored the varying properties of materials and the amazing ways they can be utilised in our daily lives. Through exposure to a range of multi-media videos and literacy, as well as conducting experiments, the children’s curiosity prompted many questions to be discussed and theories investigated. It culminated with the children building houses and testing them against the elements of an earthquake (shake table), hurricane winds (industrial fan) and heavy rain (watering can). Some interesting discoveries were made!
YEAR
A POEM TO DESCRIBE
YEAR 2 SO FAR:
By Zella Benko
Going through the year so far, was like a swell ofhappiness in a jar. Summer, Autumn, Winter, Springgoing around the roundabout ring. I miss my friendsso very much, I wish to play with them and such. I likeall my lovely teachers, like happy sunny beaches. Year2 is fun, Year 2 is great, but now it’s getting very late,the year a candle melting, the rain on windows pelting.I have to say goodbye for now, I have to go and milkmy cow.
By Abbie Schnapp
Year 2 what could I do without youI feel happy not lonely not one little bitAs an enthusiastic class can’t be better than thisMiss Cox is the best from head to toeAnd if you say no then you haven’t heard her jokesIf you had a class as cool as mine you will think thesame as my mind
Term 3 was when the students demonstrated their maturity and Growth Mindset as they transitioned to online learning. We agreed it was not as good as being at school, but we also discovered that there are many positives and it certainly encouraged us to be creative with ways we can socialise and have fun online. Both Year 2 classes joined in scavenger hunts, showed their much-loved pets, did dress ups and met up with their friends in breakout rooms. We even managed to think of innovative ways to engage in learning experiences. At the end of the term, we all reflected on how amazingly well we managed to get through the term.
like all other years with great excitement for their new classes, being with friends and meeting their teachers. We delved into the history of Randwick, Centennial Park and prominent figures who made a remarkable difference to the way we lead our lives in Australia. The children even made their own podcasts!
Year 2 2021 will be a year to remember for so many reasons. Apart from the incredible time everyone had immersing themselves in a wide variety of learning experiences, the ability for the children to adapt from being at school to online learning so seamlessly was phenomenal to see. They applied their Growth Mindset and their 7 Habits by showing resilience, determination and strength to navigate their way through the latter part of the Termyear.1started
By Felicity Cox and Nicole Esra, Year 2 Teachers
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The last term of the year was a big cause for celebration as we had approximately four weeks back on campus together. The energy and excitement made for a fabulous end to a very interesting year. We could not be prouder of what all these incredible children have achieved.
• Jacob Raiz: I have improved with my maths.
WHAT HAS BEEN THE MOST ENJOYABLE PART OF YEAR 2?
• Samuel Joshua: Fun, amazing, cool Dalia Lopis: Creative, energetic and wild. Ariella Mervis: 1. Amazing 2. Incredible 3. Beautiful Jude Satusky: Fun, hard, exciting Luca Schwartz: Happy, fun and exciting Leila Saile: Incredible, amazing and fun
• Leila Saile: As fun as a water slide. As exciting as a birthday party.
FROM THE YEAR SO FAR • Jacob Raiz: My memorable moment was getting a Merit Certificate. • Shalev Saffron: My most memorable moment was when I was running rapidly while playing tip. • Leila Saile: My most memorable moment was when I made my own story called Josie the Jellyfish
HOW DO YOU THINK YOU HAVE CHANGED FROM THE BEGINNING OF THE YEAR TO NOW?
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• Jacob Raiz: As good as a golfer, as tough as a sumo wrestler, as mighty as Thor.
• Ariella Mervis: Year 2 is as bright as the sun. Year 2 is as shiny as a diamond.
• Ariella Mervis: The thing that has been the most enjoyable part of Year 2 was getting to learn with my family and my doggies.
• Marley Pezaro: The most enjoyable part of Year 2 was doing all the experiments. Like the time we tried to build houses that could withstand wind like a hurricane, the table shaking like an earthquake and the watering can like rain.
•
QUOTES FROM YEAR 2 STUDENTS
• Georgia Gines: I’ve been more brave believing in myself.
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• Zoe Greenfield: As fun as a flying fox.
• Samuel Joshua: The most enjoyed part of Year 2 was getting to make my own podcast.
• Jude Satusky: I have become better at maths. I’ve grown older and taller.
THINK MOMENT
• Dalia Lopis: The most enjoyable part of Year 2 was when we can do Zoom meetings with our friends online.
• Zoe Greenfield: At the beginning of the year I was not that good at writing and now I am good at it!
IF YOU COULD CHOOSE THREE ADJECTIVES TO DESCRIBE YEAR 2...WHAT WOULD THEY BE?
• Abbie Schnapp: Year 2 is like a sunny day on the beach.
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• Marley Pezaro: I’ve made new friends, my reading has improved and I am more confident.
• Leila Siale: The most enjoyable part of Year 2 was making a podcast and the science experiment where we tested all the elements (wind, rain and an earthquake).
OF A MEMORABLE
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• Shalev Saffron: I got bigger and stronger. I also got better at maths and my writing and spelling improved.
• Shalev Saffron: The most enjoyable part of Year 2 was playing with my friends in the playground, playing tip and running around.
DESCRIBE YEAR 2 USING A SIMILE
• Abbie Schnapp: I can now SKIP, climb BETTER, and be RESILIENT.
Blue is the taste of salt water. Blue is the smell of sweet salty ocean Bluewater.is the feel of the water slapping against you while you swim. Blue is the sound of the crowd roaring when you win gold for swimming at the Olympics. Blue is the sight of dolphins jumping around in the ocean.
By Eden Marczak
By Ryan Miller Red
At the Royal Botanical Gardens on a warm March day, Year 3 learnt all about pollinators, especially bees. We got to explore the gardens and watch pollinators at work. We also got to build magnificent bee hotels which we brought back to school and painted. We learnt that we need to use bright colours to attract the bees and wasps to our bee hotels, so we chose the brightest pinks and purples to brighten up our handcrafted hotels before we carefully placed them in our school garden.
This year, Year 3 has had many exciting adventures, from our Swimming Carnival and excursion to the Royal Botanical Gardens in Term 1….
By Eli Levin Green
By Miri Kuper
Blue is the taste of ripe blueberries Blue is the smell of a calming candle Blue feels like the salty sea Blue is the sound of a gentle stream Blue is the sigh of a clear night sky
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Blue
By Harry Wine Red
Blue
By Sam Hart Blue
Feels as angry as a lion that missed its Tasteskill burning hot Looks like a raging fire Smells of a gas station hot by a bomb Sound of a newborn baby screaming
By Leo Fisher Yellow
Red is the taste of sour lemons Red is the smell of Earth Red is the feel of rejection Red is the sound of shock Red is the sight of unbearable things
Yellow tastes like poured lemonade Yellow has the smell of the summer
Yellowbreeze sounds like birds singing ike an orchestra Yellow is the sight of happiness Yellow has the feel of the crispy sun on my body
YEAR 3
Green tastes like mint Green smells like fresh food Green sounds like birds Green feels like nature Green looks like forests
Blue is the taste of blueberries Blue is the smell of the sea Blue is the feeling of sadness Blue is the sound of the waves Blue is the sight of the ocean
To cross country and our excursion to Kamay National Park in Term 2….
When I first got out of the bus, I looked around and saw two cockatoos. We sat down on a picnic blanket and ate a bit of nibble while we enjoyed the nature around us. Once we finished that, we went on a cool journey. First, we saw a rock and a water stream that Captain Cook first got water from. We saw lots of signs with interesting facts about when Captain Cook first came to Australia. Then we walked some more. My friend and I saw two black birds, five cockatoos and three lorikeets. We saw a statue and then went back for recess. On the way back we did the seven-pinecone tree race. After recess we went on a bush walk with a pencil and paper. We were meant to draw something that we saw there. I drew a flower. When we went on the bus to go back to school, I felt like I learned so much. My favourite part was when we went on the bushwalk where I learnt about lots of native trees. By Matilda Foltyn
And finally our many exciting online learning adventures throughout Terms 3 and 4…
By Drishti Nanwani and Julia Tritsch, Year 3 Teachers
It has been a challenging year but we have grown and matured a lot as well and we cannot wait to take on the exciting new adventures that await us in Year 4 next year!
By Joshua Marishel
Not only did we find new ways to interact with our friends, we also watched and did some super cool science experiments online during Science Week and participated in the Little Scribes Writing Festival. We got to learn from famous authors such as Oliver Phommavanh and Andrew Daddo. We learnt how to plan our stories using graphic organisers and how to make our stories super exciting for our readers.
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I was so nervous walking down to Queens Park that I had butterflies in my tummy. When the race started I went out slowly because I didn’t want to use too much of my energy. Then with 100m to go I sped up trying to beat Bolt’s record (I knew I wouldn’t) but I came 1st. Then came ASSISA which was like Emanuel cross country but the best runners of each Sydney school competed. To qualify for the next round I had to be in the top ten. I came 8th and was as proud as a lion.
My experiences in online learning have been both good and not that good. I think that our teachers are doing a great job, but I still prefer real school to online learning. But I always try to look on the bright side! Even though we are not actually at school we can still interact and learn with our friends and classmates online. Yay for modern technology! We all of course miss our friends, but seeing them on the screen and discussing stuff in breakout rooms makes it easier. I also really like how our teachers come up with fun and creative ways and ideas about how to make our online learning interesting and different every day. We have fun discussing the Olympic Games in Tokyo and my favourite part of the day is the jokes exchange that we have at the beginning of many classes. Also, I really like all the projects that the teachers give us to do at home such as the Rube Goldberg machine, our Keith Haring art project and our Olympic-themed transdisciplinary lessons. I thank the teachers for doing such a great job teaching us in these unusual and difficult conditions! By Jacob (Yasha) Weinstein
• Liam Gross: So much fun. I have learned so much stuff and I really loved the Dream It Design It unit. Thank you so much for teaching me!
• Jessica Lopis: Amazingly fun
• Zoe Laurence: The best, despite the fact that we had to do home schooling.
• Joel Hersh: Spectacular
• Dan Kalinko: Amazing, as I got to know a lot of my friends better and practise a lot of academic skills, although online learning was quite challenging.
KEY WORDS THAT DESCRIBE YEAR 4
• Orlando Van der Starre: Amazing, super fun, nice and filled with enthusiasm.
• Joshua Ipp: The best
• Noah McGee: Challenging during home schooling but I managed to get through it. It was also very fun doing inter-school sport. I also liked Music Camp because we got to play our instruments a lot and the food was great.
• Asher Arnott: Really fun because of home learning and game time.
• Claudia Hochroth: A great year and I learnt so much. I really enjoyed Maths and I had an amazing time.
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• Gem Roffe-Nassi: Interesting
• Tal Wajsman: Challenging, but fun and collaborative.
• Tali Gellert: Really interesting and exciting with the Year 4 teachers. I really enjoyed doing all the activities they planned for us.
• Oscar Glikin: A good year of learning whilst having fun.
• Asher Levin: An incredible learning experience.
• Amelie Lipman: It was one of my favourite years because everyone is so happy, joyful and you get to be yourself. You get a lot of fun times and memories.
• Sydney Owen: Fun, amazing, funny and cool
• Aaron Eisenberg: Cool
• Veronica Aronov: Fun and challenging. I learnt a lot of things.
• Elyad Rapke: A year of fun, creativity and building relationships.
• Amelia Samuel: Hard but fun at the same time.
• Eve Revelman: So much fun
• Ariel Efrat: Really fun and a little bit more challenging than all the younger years.
• Idan Shalem: My favourite year so far because the teachers made everything so easy to learn.
• Jake Shilbury: Fun, thanks to the Good Design Awards.
• Lily Smaller: Fun, thanks to the indoor and outdoor learning.
• Ethan Likht: A weird year because of lockdown but I also enjoyed it.
• Arya Cohen: Awesome and I think I came to this school at just the right time.
• Sophie Kirievskaya: The most fun year I have ever had.
• Ethan Cziger: A very exciting and active year and I learnt a lot of new things.
• Zachary Churnin: Challenging, but I think it was an amazing experience together.
• Daniel Joffe: Fun! I liked the Good Design Awards.
• Nathan Joshua: A very good learning experience.
• India Pezaro: It was an amazing space to share ideas. I loved my teacher and it was beautiful collaborating with her and my peers.
• Nava Weiss: Amazing – even during the tough times. Everyone is nice and welcoming.
• Nadav Pollak: Fun and creative because of the Good Design Awards.
• Ciel Sharbani-Kat: Amazing with Ms Sceats
• Yoni Efrat: Really fun. I learnt a lot.
• Manu Pittorino: The teachers are the best!
• Benjamin Pellow: Very VERY fun
• Shayna Abitz: I really enjoyed all the comprehension activities and how Ms Butler always puts smiles on our faces.
• Cooper Rosen: Something I had hoped and dreamed of.
• Judd Karro: Fun
• Reina Steiner-Carrion: One of the best years of my life.
Home learning, e-manuel, Ms Butler, Ms Sceats, expectations, respect, responsible, safe, game time, Back in Time for Dinner, change, unique, exceptional, respectful, calm book, fun exciting new, challenging, incredible, horses, tough, creative, Dream It Design It, a blast.
• Aaron Weinberger: Pretty good because we had free time twice a week and we got to spin a games wheel!
• Gideo Cohen: Really fun, learning and growing.
• Liam Frankham: A changing year for me in a few ways. Firstly, I did really well in school but then also the change between in-school and online learning.
• Jemima Hockley: Really incredible with Ms Sceats and Ms Butler.
• Tabitha Masnick: An amazing experience even though it was a rocky year. Through everything, the teachers made it better.
By Idan Shalem, Ariel Efrat and Nadav Pollak
By Claudia Hochroth, Tal Wajsman and Nava Weiss
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Celebrations and commemorations
The Good Design Awards
Home learning
I really enjoyed the research projects into different celebrations and commemorations around the world. It really helped us to investigate more about the importance of these different national and religious events. I also really liked researching the importance of ANZAC Day. Some of us chose to research some celebrations such as Vaisakhi and Eid al-fitr. We loved this because we learnt lots of things that we didn’t know before and it was really fun creating the poster!
By Shayna Abitz, Dan Kalinko and Liam Frankham
This year, Year 4 experienced home learning like none other. We enjoyed having hot lunches, sleeping in and wearing plain clothes (or PJs) instead of our uniforms. We also got to have 10 minute breaks between each lesson, allowing us to have a clear mindset and have more chances to exercise during breaks and before school. Something that was challenging was staying focused on the screen. We also found that we didn’t enjoy working by ourselves and we couldn’t socialise and work together as well. It was hard to get organised in the morning and it was annoying to try and fix problems on Zoom or with our keyboards. When we asked Ms Sceats and Mrs Butler what they liked about home learning they said: “Teaching in slippers with a coffee in hand” and “Seeing my dogs in the morning and during breaks”. Overall we had a different experience to the normal life at school but it was amazing nonetheless.
One of the most unique opportunities we experienced in Year 4 was the Good Design Awards. The Good Design Awards bring the creative and innovative parts of our brains to use. We had the wonderful opportunity to meet Dr Brandon Gien which was a very rare and interesting opportunity as he is the CEO of Good Design Australia. As part of the Good Design Awards we learnt the design process which guided us through the thrilling design and building process. After we finished the design, we showcased our designs to our parents and our fellow students.
In Term 2, the Year 5 team went all the way down to the iconic Sydney Harbour Bridge to visit and learn about the traditional owners of The Rocks in Sydney. First, we split into two groups and learnt about the First Languages, Indigenous weapons, tools and what their purpose were. We also learned about the many tribes of the Eora Nation while we were at the Rocks Discovery Museum. We split into two groups, when one group would learn outside about different traditions and ceremonies then the other group would swap places.
However, when all is said and all cases are counted, we were all kind of lucky! I mean, how many people get to live through a global pandemic? Now that’s a story for the grandkids. We hope that everyone who lived through this misery of a year is happy and healthy and ready for 2022! Wow, that’s scary to say – 2022.
But, the thing that most of us wished for during lockdown was all our friends! Sitting alone at a desk for six and a half hours definitely got to everyone’s heads. We are all humans, who have all adapted to only improve their social skills as time goes by. But, when all of the outside world gets cut off, we need to take things to the extremes. Whether it was Zooms, FaceTime, Stile and/or email, we think we all were hoping for this nightmare to end. And how could we forget the awful cotton buds stuck up our nose when we got sick. Despite keeping us safe, we don’t think that the COVID-19 testing experience was ‘enjoyable’ for any of us.
Life in lockdown
Life in lockdown
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Lockdown. A struggle, a confusing and scary time for many. Adjusting back to real life was hard. 2021 has left every teacher longing for the mute all button, and every student for that 10 minute break between subjects to go and run around like crazy and get away from work.
On the bright side, we got to enjoy any snack at any time of day! (preferably Nutella® – this was Jake, if you couldn’t tell). Also, you could go anywhere (within your house), not just around the playground. And fresh from the kitchen, refrigerated lunches were always a highlight. Just the smell of them was enough to make you ravenous.
By Tamar Granot and Jake Vitek
One of the traditions we learned about was that the women would cut off their pinky finger to make it easier to fish. This was so as people took from the ocean, they would also give back to the ocean.
The Maths Olympiad and the Australian Maths Trust were two Mathematics Competitions that students from Years 3-6 participated in. These competitions are designed to challenge students to think logically and reason through challenges in groups or individually. We really enjoyed these competitions as they pushed our mathematical thinking further and helped us to have fun while we were learning.
We learned many things about the history of the traditional owners and custodians of our land.
YEAR
By William and Alexander Yu
Maths Competitions
Our trip to the Rocks
By Theo Salek and Ethan Winter
Lockdown was a hard time for all of us whether it was Zoom glitches or siblings coming into our Zooms. We can all agree it had its pros and cons. We could wear mufti every day, eat snacks in lessons and play games with family and friends. There were lots of funny times on Zoom that we all enjoyed, and we got to learn a lot more about our classmates and family. The teachers tried so hard in lockdown to organise their lessons that sometimes didn’t work out, they took care of our wellbeing and took time out of their day to check in on us and see what we felt about lockdown and how our day had been. Though lockdown was hard, it was to keep everyone safe and stop the spread. Luckily going into lockdown worked and the spread of COVID-19 slowed allowing the rules to be changed. They have also found a vaccine for COVID-19 and are trying to get everyone vaccinated as quickly as possible so we can go back to our everyday lives.
By Kayla Strous and Lexi Butt
KNOWING YOU CHANGES ME
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In Term 1 we all went to Adamama farm to learn more about sustainability and Urban Farms. Urban Farms are farms in the city that are normally run by a community to give fresh healthy food for free. This year we went to an Urban Farm next to Maccabi Tennis. We got to take out and put in plants, help with watering and compost and so many other fun things (not to mention that we did get a little bit dirty). We were picking some peppers and trying them. We even got to take some home.
Food for the Future
It was a great pleasure to welcome Kristina into our School and to learn a little bit more about urban agriculture and city planning.
The Ethics Olympiad competition was an educational and fun experience for students in Years 5 and 6 to interact, collaborate and debate with other schools over interesting topics.
Our trip to Adamama
By Camilla Levine, Ethan Ickowicz and Pepper Banki
In Term 1, Years 4 and 5 had the pleasure of having a guest speaker named Kristina Ulm. This supported our Food for the Future unit of learning based in Science and Technology.
Kristina has a PHD in Urban Agriculture and that was our discussion topic. She is also a qualified urban planner, gardener, and a researcher. We learnt that as an urban planner she designs cities and large areas where people live. Kristina wanted us to learn about the difference in planning cities and what it means to plan for the future. She explained that as a researcher she finds out how people can best grow food in cities. To save a lot of energy she doesn’t have a car, she has a bike and if she needs to get somewhere far she uses public transport.
Our guest authors – Susan Banki and Josh McConnell
As well as helping us, they also kindly shared the link and code to an online copy of their book so that we could understand and be inspired by their work. We really appreciated the time and effort they put in for us so that we could write to the best of our ability.
By Eva Meer and Lara Isenberg
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Apart from all the fun, we made our own Urban Farms online. First, we were put into groups of two, then we had to decide where the farm actually was. We had to have animals, crops and a shed all with a budget. On Google Slides we created our first Urban Farm. Overall, it was a great experience for all of us and we all learned a lot.
Ethics Olympiad
During this event, we were given an ethical question that our team would debate over with another team from a different school. Each team had the opportunity to give their opinion, and the other team would have the time to either disagree or agree, adding on more arguments to the point. We would then have time to discuss. This was a fantastic way for us to collaborate ideas while thinking ethically and thoughtfully. We really thought it was an enjoyable educational experience.
By Camilla Levine and Rafael Kuper
By Jake Rosenfeld and Leah Zipser
In Term 4 we had the pleasure of having Susan Banki and Josh McConnell come to teach us about their work. They helped us with writing a picture book, because they wrote three of their own. They taught us things such as how to draw using Josh’s technique, the pros and cons of a rhyming book, how to collaborate with others fairly, and tips on writing a book in general.
Remote learning
YEAR 6
During home learning the teachers have become our learning lifelines. Between giving us extra help with our work when we need it and just being there to brighten our days, we can’t imagine this experience without them. Some days were hard. There were lots of times when everyone felt isolated, confused and lonely. But with the help and support of our Year Group, we all managed to pull through. We would like to say thank you to COVID-19 because you helped us grow into strong, independent individuals while also helping us realise that the support of others is extremely important and we wouldn’t be where we are today without the rest of Year 6.
When we started our last year of Primary School we were all hoping to have a normal year. How wrong we were. It came as a complete shock when we found out that we were going back into lockdown. No one thought we would make it through the school year with all the same opportunities and fun. But we managed to prove them wrong and came out stronger than ever.
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Remote learning
screen was hard because we felt isolated from the rest of our peers and retaining all our information from class was much more of a challenge. But overtime we learned to stick together and stay strong even in the hardest situations. As our Year 6 T-shirts state “We grow as one” which is a completely accurate statement for our experience. All of Year 6 teachers and students went through this tough time together and everyone supported each other during our lows while cheering each other on during our highs.
Between Student Leadership Roles, Project Heritage, fantasy story writing and sporting events our lives were almost like normal! Having to work over a small screen was definitely a challenge for us all. However, we adapted to this new way of learning and after a while it became second nature. Even though we were online, we were able to stay focused and maintain our responsibilities as the leaders of the Primary LearningSchool.overa
Wake up, eat breakfast, put on a jumper, open our computers and go to class, take a brain break, have a snack, repeat. This is a day in the life of a Year 6 student in home learning. Home learning was a challenging time, little social connections, mixed up sleep schedules and a lot of screentime with little exercise. One tool in particular that had really helped us through home learning was Zoom. Zoom was our way of communicating with others through a screen. This is how we took most of our classes. Although Zoom had its limitations and you couldn’t always trust your internet, it helped especially when it came to socialising.
Lockdown has been a stressful time with people always talking about COVID-19, vaccines, toilet paper shortages and so much more. But going to school to see our teachers, friendly classmates and enjoyable lessons gave us something to do and a place to go, even if we aren’t actually leaving our bedroom. This has been a crazy year and given all of the challenges we have overcome it will surely be unforgettable.
In Term 1, Year 6 went to Canberra Camp. We had a lot of fun experiences such as Questacon, Parliament House, Hoyts, The War Memorial, Bonsai Gardens and of course our accommodation! Our accommodation was called IBIS hotels. There were about 20 cabins with about five people in each. The food was also really good! The War Memorial was really fun and a good experience to learn about all the conflicts that Australia has been involved in. While there we heard a story of a dog that survived a bombing and helped identify people in the wreck. We also went to Questacon where you could explore all sorts of scientific gizmos and gadgets. People had fun playing with a large musical piano and visiting the gift shop at the end where you could buy fun stuff like flavoured slime.
Write a Book in a Day happens every year at the end of Term 2. The students are split into groups to write books that are donated to young kids who are in the hospital. We had one whole day to do this. Firstly, our teachers put us in groups and told us what we were writing about. This included the characters and the vehicle and/or location the book took place in. They gave us lots of hilarious requirements which were a struggle to fit in but made the book so much better and entertaining to read. We had to use the information on the sheet and plan what our story was going to be about. Our groups were given two human characters, one animal, a problem and five random words that we had to add in our stories. Then after we planned our story, we started writing. Our teams were tasked to allocate some students to write and others to illustrate. The day was very successful and we had pizza for dinner.
Canberra Camp
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Write a Book in a Day
Write a Book in a Day
Looking back as Year 6 comes to a close, Write a Book in a Day was one of the most memorable days that we got to share together. We were divided into groups of 6-8 people and wrote a chapter book in a period of 12 hours with a limit of 1500 to 2500 words. Each group was given different settings, characters and certain words that they had to include within their book. The finished results of the books were sent to hospitals for children to enjoy. Dinner was provided by the fabulous Year 6 teachers. We are so lucky to have such incredible teachers who helped us through the entire day. With the feeling of pride that we had written a whole book and had shared them with people in need made this experience something we would never forget.
Looking back as Year 6 comes to a close, Leadership Camp was one of the most memorable, exciting and amazing experiences of Year 6. On the first day of Leadership Camp, Year 6 was split into many different groups all identified by a coloured flag. It was an AMAZING RACE! Our groups raced to find all the answers on a map, each team was given clues and got to choose their path. Towards the end of the day we did the last few tasks in our groups as our teamwork and trust grew stronger. All the teams headed back to base to eat lunch and do one final challenge for the day. We had to construct the highest tower out of bamboo canes! It was so much fun.
Gross Motor is a wonderful experience that Year 6 Leaders choose to participate in. Gross Motor requires you to help educate Years K-2 students about sport. You must run them through multiple activities which they then attempt to complete on their own. Gross Motor was a memorable experience getting to know all the kids and playing fun games with them. We saw it as a chance to play and brighten kids’ days. It was also a good chance for us as Year 6 students to try out our leadership skills with the younger kids. Gross Motor is a welcoming hand to young students to get to know each other and for us to get to know them. We all formed bonds between the Years K-2 students while teaching them new athletic skills for them to use in their lives. It was a fun experience being able to broaden children’s horizons and play fun games with them.
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Day 2 involved us receiving our leadership badges and meeting our leadership mentors for the year. Children learnt more about their roles, what was needed and what you wanted to change or bring into the School in your new position as a leader. As Year 6 looks back on the year, as many experiences were beautiful and won’t be forgotten, Leadership Camp will always stand out among them.
Project Heritage was a time for Historians from our families and the community to tell us their life stories. We wrote biographies, crafted poems and made artwork to celebrate this time spent together. The Historians who joined us were Susan, Michael, Ron, Vera, Robert, Naomi, Miriam, Kari and Anne. For three separate interviews during Term 3 we would go on Zoom with our Historians and discuss the important moments from their past.
Throughout Project Heritage we got to collaborate with others in our Year. We worked together, interviewing our Historians and then discussing what we were curious about and what questions we wanted to ask them next time. We would spend a lot of the time in our group going over our notes and brainstorming ideas to help us create our items. We worked independently to write biographies, poems and creative pieces. We also created an artwork that either showed a section of our Historian’s life, or an image that represented and symbolised the theme and emotions our Historians experienced in their lives.
Project Heritage
In Jewish Studies, we learned what it was like before and after World War 2, and how many Jews were affected by it. This showed the teachers our teamwork, and how we could cope working in a group. It was important in Project Heritage to make sure we had good time management, so that we didn’t fall behind in work. All together it was an extremely enjoyable and memorable project that we will all keep with us forever.
Gross Motor
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Photos courtesy of Ofer Levy
I am now the proud Grandmother I was theirs and they were mine
I am Theirs and They Are Mine
I am the precious Hungarian doll I am the train that sent them to safety I am theirs and they are mine
Kari Schaefer is proud of her family and what they have accomplished. It was hard moving to a new country, but they did it, and have thrived here in Australia. One of Kari’s most strong and important annual experiences is when the whole family gathers at her place and celebrates Rosh Hashanah – the time where the past is forgotten, and the future awaits, the best time to move on.
HimConnectionamongst all SurroundingWarmth her AFamilyworld of joy and happiness A Hisfatherlove wrapping her in a hug
Icooksamthe books we read together I am theirs and they are mine
Of all these things
so much for being such an amazing Project Heritage Historian and also for telling me about all the inspiring events that happened throughout your life. You’ve made me see how lucky I am to have such a great lifestyle and family. One particular lesson I’ve taken away from this is to always be grateful for what you have because some people might not be as fortunate as Iyou.was inspired by the way you persevered to find your father even though it was hard. You are like a light in the darkness giving everyone hope and joy. I will always remember your story when I think something is impossible and it will remind me that I can do anything if I try hard enough. I cannot thank you enough for spending your time and efforts educating us on all that life has to offer.
As we all look back on the miracles that occurred in Kari Schaefer’s life, we all realise how much Kari went through to become who she is today. Through all the struggles of Kari’s life, through all the obstacles and drama, Kari came out the other side of the storm, as the amazing woman we know today. Kari has told us how lucky and fortunate we all are to be in Australia, healthy, happy and content. Many people around the world don’t have the same opportunities as we have. We are close to health care if we need of it, and able to look after ourselves and each other. “Be grateful for what you have, be happy with yourself.” Kari’s main message still resonates with me. I learnt so much from this brave and strong woman.
Thank you and all the best, Archie Ernster
Anne Slade
By Jonathan Igra
By Bronte Orgias
74 Kari Schaefer
I was their Jewish daughter I was once a lonely child
Moving on is an important thing to remember to do in life. Kari was excellent at this. Kari is resilient and can get through anything she sets her mind to. No matter how many holes she falls into, she stands up and keeps moving, even if she feels as if she has failed.
I am the rose in our new back garden I am the delicious Hungarian food my mother
I was the embarrassed teenager I was the confused child I am the happiest woman I was theirs and they were mine I am their only belongings I am their only child I was their only tulip I am the memory I am the dream
By Samara Stuger Dear ThankKari,you
Will stop at nothing to find his identity
A Father A Father A crucial part to the world Unknown Father
By Gaby Seemann
I am the daughter of survivors
As the darkness of war slowly consumed the world, Anne’s parents fled from Budapest, Hungary in 1939. The journey was long and hard, but they had made it. They arrived at the isolated continent of Australia, where they would spend the rest of their lives. Once they were finally safe from the cruel, dark world around them, they decided to start a family. But they were told they couldn’t have a child. So, Anne’s parents decided to put in adoption papers. Suddenly a miracle happened and a special little girl was born. Her name was Anne Slade. Anne would have no idea what was to come and what challenges she would later face in life. But she did have one thing on her side and that was the love of her parents, their determination, support and courage that helped them escape the dark, cold war in Europe.
TheFoundmissing piece of a puzzle writing Desperateletters for a conversation
By Ethan Gross
The Race
Dear ThankAnne,youfor putting so much effort and time into explaining your story to me. You are such an amazing Historian and I have learnt so much from you. Listening to your incredible story has opened my eyes to what the world is like and how to move forward even in tough times.
The long races
It is incredible that when you went to Emanuel Synagogue you knew that you wanted to get married there. You have never tried to hide your Judaism even when you were not fitting in at school, which took a lot of courage. You are such a wonderful person and I am so grateful for your time. You inspire me to always think positively and never let negativity get to me.
By Isabella Hirst
To The…… From the gunshots to the explosions To the smoke and hoots of trains To the wounded people suffering To the underground fighters To the Nazis above them To the lives being ended To the people who were loved To the fighters trying to defend To the future parents leaving earth To the survivors with a new family To the gunshots and explosions ending To the Nazis who failed
This is something I have done
The short races
Thank you so much for taking time out of your busy schedule to teach us about your life. After learning about my past I am even more proud, which I did not think possible, to have you as my grandfather. Learning about my family history was such an amazing experience. I was amazed when I discovered that you had finished school at 16 and that you went to the lronman World Championships. It was also amazing to learn about my great grandparents whom I do not remember and I am happy that I now know so much about them.
Dear Zaida,
You have achieved so much in your life and it was incredible to hear it firsthand and I am sure the other people in our group feel the same. Zaida, you are amazing. That is the only way I can put it. You have skipped years in school, got a scholarship to Sydney University, went to the Ironman World Championships, became the head of the Neuroanatomy Department, was awarded the Order of Australia Medal and many more incredible feats of knowledge and athleticism. You truly are an amazing human being Zaida, and I truly am proud to be related to you and I know everyone else in our family is too.
I love how you always turn storm clouds into sunshine and are always so understanding towards others. Your patience and your kindness have always been the key to your success, which I admire. You are so dedicated to helping people which is something that stood out to me.
Months of training
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Sincerely, Jordan Arnott
Running, swimming, bike riding The hour of pain, at the same time relief The work put in, hope This was it
The tough races It was all for us For Anne For Wolf and Sarah For the children For the grandchildren But mostly for myself To represent To accomplish To Thatachievewasmy goal
I wish I could tell you this in person but due to the COVID restrictions I cannot, so here is your letter.
Love, Leo
Michael Besser OAM
To the victims successfully winning To the wounds fading To the loved ones who tried To the families left depressed To the wounded people left to die To the scarred people for life They didn’t stop fighting They stayed strong They stayed within themselves To the people who survived in the pain To the families who were killed and the children all alone They still fought and they still managed They did not give up which is what we all need to do
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A young boy who earned an OAM for his service to business and the Jewish community
By Elise Goldberg and Emily Seemann
A young boy who had an amazing family
A young boy who moved to London and had children
Robert Magid OAM
A quote from Robert is, “You only have one life, so make the most of it”. When asked what his greatest achievement is, he said it was being able to help others achieve things and being able to make donations to various organisations. We can apply some of his life lessons to our own lives and use every moment possible to make even the smallest difference to the world and its planet and people. Robert says that we should not only work hard but also take moments to enjoy life and spend time acknowledging everything in our lives. To him, one of the most important things is to spend time with family and friends whenever possible. Today Robert still helps everyone as much as he can.
A young boy who moved to Israel and was married at 21 A young boy that had to go through the Yom Kippur War
The morals, the stories, the fun you shared with us has all been greatly appreciated. Your life adventure taught me all kinds of things, from taking every opportunity you are given, to using everything in life to its capacity. Your life has inspired me, and from that I want to say thank you. From the stories that you shared with us we found out that you are a generous, kind and bright person. You have given children toys for their imagination to grow, and you have made a film that gave a new perspective of people who overlook the situation in Gaza. You are someone who writes for the Jewish News for all Jews to feel welcome.
A young boy who made a toy for his children that he sold
Young Boy
You, Robert Magid OAM, are a role model and a leader for all ages. Thank you, Asher Morris
Robert Magid has thrived throughout his life and has given the impression that anything is possible. He is a role model for many people and sees the value, importance and good in everyone. Even today, Robert strives to make the world that much better with his help of Israel and the community. Robert Magid is constantly fulfilling volunteer jobs to help whenever he can. He advises people to enjoy life and see it in a positive way. He shows everybody that even from across the world you can still make a difference.
A young boy that went back to Australia and made food called Twisties
A young boy who became a man called Robert Magid
A young boy born in the midst of World War II
A young boy who was born in China and moved to Australia
By Seth Nachman
Dear Robert,
From Remi Moses
Born on 12 January 1934, she grew up in a privileged white family and loved to play in the streets with other kids. But as she got older, Miriam’s eyes started to open up, and she began to see the major problems in her society.
When a girl is giving people jobs at her factory She is making their lives more satisfactory. When she is trying to make a lasting connection No race should encourage her to change direction. When she has torn down separate bathroom signs The moment the inspector left the factory behind. She has courage, she is daring, kind and brave Freedom for all people is what this girl craves.
By Leah Joshua Dear ThankMiriam,youfor
By Noa Saffron
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Having walked so long now seeing the first star Injury has come yet we power through Bribing for safety, too late to go back Help comes around everything seems less blue No time to wait even for a short snack Sun to moon the road’s been long But here we stand proud and strong.
Discovery
The Journey Tanks rolling down the street, fear rising high Safety’s wearing dangerously thin Now wishing a final goodbye
By Leah Joshua
By Sanne Nathan
Whendirection.her
A Lasting Connection
No one should be able to get in her way. When she is trying to make a lasting Noconnectionraceshould encourage her to change
Dear ThankNanna,youfor everything you have done for Project Heritage. I learned so many new things about your story and our history. I never knew that as you were fleeing Hungary and your father sprained his ankle, he kept on carrying Kathy. I am so thankful and glad that you taught our group about your story and it was such a joy hearing it and writing a biography about you. You are such a kind and thoughtful person and you really made Project Heritage such a fun experience.
Susan Sweller
No one should try to alter her personality. If Apartheid strives to destroy people’s lives And a girl is putting them back together Who is to say they could do it better?
A new ImprovementItSoWhatFather-daughterbeginningloveabeautifulthingsadtoseeitendwastheverylaststringhappenedfrom that day forth Susan moved onto a new adventure She started with a teaching course And experiencing a new culture
Listening to the train move on far away Having to get out and walk very far Keep on going this is no time to play
When a girl is making change
Susan was born in danger And later she wouId be no stranger to it
Imagine secretly disobeying the government because you do not agree with them. Sneaking around, trying not to be noticed, and helping others who have been discriminated against. That is exactly what Miriam Sonnenschein, a daring Jewish South African woman, experienced.
If a girl strives to improve people’s lives Then we should all join in to make them better.
sharing your life story with us. It was really interesting learning how you didn’t stop treating people as equals no matter what others said/did and you have inspired me to be a better person and never judge people from their appearance. You are such a bubbly person and I enjoyed our interviews even though it was through a screen. Even though it may not seem like much, things like tearing down the bathroom signs really made a difference for those people and I wanted to say thank you. I will miss you very much and I hope we’ll see each other around again. Have a great summer holiday and remember to stay COVID safe.
Thank you so much.
Escape would change her Her and her family took a big hit A new home, a new star A new Somethingbeginningtoset her apart
eyes have opened, and she is seeing reality
Love, Isaac
Miriam Sonnenschein
Childhood, a time of happiness, innocence and memories. Children are shielded from the outside world’s chaos and destruction, a small bubble protecting their lives. Ron Hirsch didn’t get the pleasure of being inside this bubble. Born in 1945 in Jerusalem, Israel, Ron began his life in a time where the world was crumbling right before his eyes. When Ron was only two years old he moved to Haifa, Israel. His life in Haifa was not your average childhood. Back then, Haifa was a wartorn city riddled with fighting and hatred. After eleven and a half years in Haifa, Ron’s parents decided to immigrate to Sydney, Australia, for a chance at a better life. Growing up, Ron faced the monsters of divorce, immigration and discrimination, but besides all this he had the strength to find happiness in his life.
Keeping the memories vivid
I want to thank you for the time you spent with us, explaining your life story in detail. You remind me of a lioness, your kind-hearted spirit and strength are incredible. Once again, thank you for sharing your story.
A new country
“Take people as they are. They’re good and bad, and everyone is an individual.” These were Naomi’s parting words to us after she told us her incredible story. In Australia, Naomi started a new generation of her family. She found a new job as a designer and has designed some astonishing pieces of furniture for her home and others. She also took up ceramics as a hobby making beautiful objects. She lives in Sydney, surrounded by family and friends. She truly is spectacular and I am proud to have been able to hear and retell her story.
The Two Naomis
They have different futures
By Cyrus Waldner
The click clack of the loom in an unknown house
A Horror,desertmixed with pride
The bright and blinding flashlight as she hides under the bed
Ron Hirst said “That was when I was young”
As the man began to speak, I closed my eyes
Imagine being a little girl born into a world of chaos, as you fought for your life when you were still so young. This is how Naomi Goldrei was born, on 12 August 1939 in Sosnowiec, Poland. Only 12 days later Adolf Hitler invaded Poland, sparking the beginning of World War II. Being from a Jewish family, Naomi was already in danger from the dawn of the war, which made problems start to crop up like weeds, devastating her life. Despite all this she always persevered onward which is how she became the amazing, strong and brave person she is today.
By Ben Freed
I am in between
And the other a scared little girl with no family, forced to trust Childhoodstrangerstrauma
Gruff hands shaved me
Today is the day that has been making my stomach churn. The day I have been thinking about, dreaming about and even just wondering about for weeks. Arrival Day. It has been a long journey, but when the ship pulled up to the wharf I looked back at my small, cramped cabin, and I felt a sense of fear. There’s a whole new world outside this ship. To some people that’s an adventure and that’s what I thought too, but now as I look at the dull cloudy grey sky I am overtaken by fear. When I slowly stepped onto the long wharf my senses were engulfed by the strong salty essence floating through the air, the feeling of the walls around me on my hands, the taste of the salt in my mouth. As I looked towards my father he gave me a small kind smile then proudly said, “We’ve finally arrived home”.
Because I am Jewish Disgusted voice I hear my heart pounding
I see two different Naomis
My shoulder doesn’t move Hot breath shouts GO!
Naomi Goldrei
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The war is over but Naomi’s memories are still frozen in time
My Life.... And His
By Ben Freed
Dear Naomi,
From Chloe Ginsberg
It hurts I taste a dry mouth
So much has changed
A new story
One a courageous, brave and intelligent women
Ron Hirsch
The gloomy Ghetto filled with the cries of the Jewish people
still inside her
Told to report to the police station
This follows me to the station
956-Arrival Day
It is all too much I smell anger, those I love
It’s not every day you hear someone’s story and therefore, I am so grateful to have heard yours. I have learned so much from your journey, for example, how strong you are and that you never give up. You have made me feel stronger about myself and that some people have it harder than others.
Then he starts telling his story
By Sammi Epstein
Friendship is all it takes to save a life Visions of memories
By Sam Carpenter
The way you demonstrated courage and kindness when you were living in the Independence War taught me to always have passion and self-belief in my heart. Every time you were sad or hurt, you would always find happiness. I learned that no matter what situation you are in, you always have to have a strong heart.
Vera Faludi Life Lessons
Sincerely, Izzy Nurick
Dear ThankRon,you
for spending your time telling us about your amazing story. I am grateful that I could hear your story. It’s so fascinating to listen to you speak about history that we never knew about. I was interested in the difference between your parents’ story and your ancestors before that. Even if your ancestors were different, you are loving and Yourkind.family’s heritage is amazing because your grandfather was in the German army in World War I. A different fascinating story is that your great grandfather was elected to the German government five times. Another one of my favourite stories was when your grandfather was told to go to the German government but his friend stopped him because he knew that he was going to be killed by the Nazis because of anti-semitism, and then he fled the country.
This is Me… I am the brightest star in the sky I am the glue that holds us together I am the missing piece of the puzzle I am the survivor of atrocity I am the dust blowing in the wind I am the caged lion longing to be free I am the one who believes life will always prevail I am the child in a lost crowd
By Zarah Gorelik
It is such a rare opportunity to learn from some who survived so much and to hear them talk about all their experiences.
Then a skinny looking man walked towards her Frightened, she started to run towards the house Then she realised it was her brother What a traumatic journey it has been for Vera
Vera always thought that life was not meant to be easy and that you had to work for things to go your way. After the War when she was in Australia she respected everybody and she never took things for granted. She was always grateful for what she had and never asked for more. When she needed something she would work for it and earn it. Her life was a great experience for her and that was all she needed. She had a loving family and the story of a lifetime.
By Summer Schlesinger
Dear ThankVera,you
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Thank you for everything, Aaron Pal
Vera is a bright, loving and humorous person. When she thinks about what has happened in her life, she thinks that it only made her stronger. Her advice is to never give up and always be your best. She says she will always be the best she can be. “Be grateful and always strive for greatness.”
When Teddy Left Boom! The Nazis invaded Hungary and shattered Vera’s life Teddy and Dad were torn out of her life Then her mother and aunty Vera begged the officer desperately to go to her mum Then they returned They hid in the dust, still as statues Then at night they scavenged for food In day they could not speak Then at night they could whisper their worries She had to wear the massive yellow star Then she felt ashamed They were as poor as peasants Then she was forced to sell her mother’s wedding ring She thought her brother was dead
I am a bird wanting to spread my wings I am train leading to nowhere I am as small as a grain of sand I am Vera Faludi
so much for your help in Project Heritage this year. I have learnt so much from your story and I am so thankful that you shared your story with me.
During her life, Vera always told people to learn as much as they could and always strive for greatness. Vera is blessed with family, grandchildren, even great-grandchildren and she loves them all and believes that we should all one day be blessed with such joy. Vera always says that she is grateful for everything that she has experienced and been through.
By Pablo Magid
You are a determined, smart, thoughtful person who always thinks before acting and always sees the happiness in life. Your contribution to the Jewish community, Jewish Museum and Australia is humongous. You have always put others before yourself and that makes an amazing friend. And that is why we all want you to stay the thoughtful person you are.
We welcomed alumni, Joshua (Josh) New and Mia Shapiro (Class of 2019), into our Jewish Life team. They worked closely with our Year 6 Jewish Life Leaders to create videos and run Shabbat, as well as planning festival celebrations and informal learning activities, called pe’ulot, for Primary students. One such example is in the lead up to Pesach, where students explored the connection between climate change (as a modern day plague impacting the earth) and refugees (as strangers in a strange land looking for a homeland) and Pesach.
With their new siddurim and developing Hebrew reading skills, students worked through a close reading and translation of the Shema, identifying its key themes, rituals and the mitzvot of mezuzah, tefillin and tzitzit. After learning about the purposes and structures of synagogues around the world, we visited our own Aron Kodesh for a close-up inspection of it and the School’s Sefer Torah. Torah means ‘Teaching’ and with this approach in mind, students read and explored foundation stories from the Book of Genesis – learning the Jewish family tree and developing their skills in how we can approach the text – through questioning, multiple interpretations, close reading of Hebrew words and by reading and creating their own midrashim.
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Informal Jewish Life Educators
PRIMARY SCHOOL JEWISHSTUDIES
As the People of the Book, we continue to learn and be shaped by the power of stories, from our ancient texts of Torah and Talmud to more modern folk tales from around the world. Year 4 read a variety of Jewish short stories before creating their own children’s story, to teach a Jewish value or concept. Building on the theme of stories and their power, we approached the festivals of Purim and Pesach. Students traced the challenges and experiences of the Israelites as they journeyed from slavery in Egypt to freedom in the Land of Israel. During Shavuot, students created their own paper midrashim to represent their own interpretation of the Mount Sinai experience. Using a variety of traditional texts, students reflected on the middot (virtues) that are part of our ethical tradition, thinking what it means to be a mensch and how they can bring selected middot into their own lives.
Year 4
Josh and Mia, together with our Jewish Life Leaders, made a variety of Ashzenaki and Sephardi haroset that was enjoyed during our
In thinking about the blessing that praises God for giving sight to the blind, students were asked why this might be a blessing said by people with good eyesight. Here are some examples of their responses:
Year 6
We explored the role of the Land of Israel in Jewish history and identity, from the time of Abraham to Theodore Herzl and the modern Zionist movement. Students learnt about the creation of the State of Israel, the make-up of contemporary Israeli society and the achievements and challenges faced by the modern State of Israel.
• We can be blind to seeing aspects in our own lives we need to work on and improve
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Year 5 learnt the role and purpose of brachot or blessings in our tradition. Students are being challenged to think deeply and expansively about the Hebrew words that comprise a blessing. Student created their own beautiful blessing of gratitude and delved into their siddur to think in new ways about familiar blessings.
Through learning about the meaning and significance of Bar/Bat mitzvah, customs and rituals, students engaged in conversations with family and were encouraged to think about their own upcoming simcha and what it meant to them. By writing a Dvar Torah, students engaged with Torah, mitzvot and values that are the central elements of Jewish life.
By Adam Carpenter, Head of Jewish Studies K-6
• We can be blind to seeing the positives in our lives
• We can be blind to seeing problems in the world that require action from us.
Year 5
In addition to the creation of the State of Israel, The Holocaust looms as the most significant event shaping modern Jewish history and identity. Our studies looked at the changes in Europe during the 1930s and the impacts of antisemitism. Students learnt of the rich diversity and history of Jewish life in Europe before the war. Through maps, diary entries and photographs, students learnt about the world and lives of their ancestors. This knowledge provided a valuable context for the lives and experiences of our Project Heritage Historians.
Our unit on Jewish time and Shabbat included exploring various rituals, customs and observances of the Shabbat. As we had moved to home learning, a highlight was an online challah making lesson. It was lots of fun as families join in to make challah for their own family’s Shabbat celebration. Students shared helpful challah making tips and photos of their challah triumphs and tragedies, including the theft of a Nuttella-spiked challah by the family dog.
As students reach their final year of Primary School and approach the transitionary phase between childhood and adolescence, we encouraged students to reflect on their own Jewish identity, family and the events and beliefs that shape the modern Jewish world.
• We can be blind to other people by not noticing them and only thinking about ourselves
The years of 2020 and 2021 will be remembered and written in the books of history as the COVID-19 pandemic years. Teachers, students and parents were the heroes of these years. Moving from a school environment to home schooling and back created new challenges and victories. From one day to another, parents had their children at home having to work online and assist their children with online technical issues and behaviour management support.
Teachers had to invent new strategies, interesting and engaging lessons and adjust to various activities through Zoom. Students were isolated, sitting in front of a screen looking strangely at their teachers trying to teach them from their homes. Everything sounded and looked surreal. Yet, the year of 2021 ended with flying colours. All of us learnt new things about ourselves, our students and our colleagues. We learnt to appreciate teamwork, to love every moment that we have together and are able to play in the school playground and I am positive that parents also learnt to appreciate the hard work teachers invest in their students.
By Hagit Bar-On, Head of Hebrew K-6
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Unforgettable, challenging 2021
PRIMARY SCHOOL
...make movies by calculating what year the characters would’ve been born if they were 18 months in 3020 and Maths has also helped me understand questions easier! Amelie Ben-Naim, Year 2
…the happiest person in theworld. Marley Pezaro, Year 2
Maths makes me……
Despite moving to online learning, there were still many exciting opportunities for the students to practise, explore and apply their mathematics skills!
…nervous. Maths is very useful in life and hashelped me figure out a lot of things in homeand school life. Jessica Dworkin, Year 5
…happy! Hmmmmm……….AMAZING. Zoe Greenfield, Year 2
…exited! Lexi Butt, Year 5
…want to know more.Jacob Raiz, Year 2
…able to calculate things in real life like when we had tocalculate how many pages we had to read a day to finish ourbook in four weeks. I would not know how to do that withoutlearning Maths and it makes me feel good when I get somethingright that I didn’t at the start. Ally Rockman, Year 5
Maths has helped me ….
MATHEMATICS
…feel good about myself! Zach Brown, Year 5
Online learning gave everyone opportunities to use everyday experiences and resources found around the home to teach Maths in all areas and the students adapted and responded well to learning Maths at home.
…feel encouraged because when I think I can’t do a really hard sum, I just think to myself I can do it. And then whenever I think of and set my mind to that thing, I can do anything in that moment. Dalia Lopis, Year 2
…push myself to the limits.Jacob Davis, Year 5
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By Katie Narunsky, Primary Maths Teacher K-6
…feel smart. Allana Litvak, Year 5
Art is a really good subject. It is very educational for your brain and you can learn a lot from it. Also, if you want to become an artist when you grow up like I do, it already teaches you things you need to know. The most important things are texture and creativity. It gives you lots of spirit and happiness just to draw or paint. There are a lot of artists around the world who inspire you to be like them.
By Rani Joseph Steward
I enjoy art lessons because I love doing pottery and making clay and I love making pictures and I love doing art. During remote learning we made some little ornaments that you can hang up out of clay. I like clay because you can model it into anything and you can use your imagination.
Year 2
By Leo Marishel
By Samantha Ipp
In Art we use lots of materials. Here are some materials that we use: modelling clay, water colours, pens and coloured pencils. Ms Heilpern is a great teacher and she has lots of patience, an ability you need to teach, as well as confidence. Everyone should be proud of their work. They should think, I’m a wonderful drawer, because we are only beginners.
KindergartenYear1
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Primary School
My favourite art lessons were when we studied portraits in Term 1. We used many different materials such as water colour, pencils and a mirror to see our faces. I also liked working in clay during home learning. It was super fun to complete lots of projects. Receiving clay in the art pack was fantastic. It was sticky and hard. I love Art the best.
Hands of clay with many textures and patterns on them are commonly found throughout the Middle East. In order to be able to do this via Zoom, we were sent some incredible art packs at home! When I first opened up the pack, I was confused on how we could use clay on Zoom considering everyone’s circumstances – at home! But, Ms Heilpern was on Zoom with us and helped us every step of the way, assisting us to end up creating marvellous things.
Year 4
The thing I liked most in Art were the dancing figures that we made when we were studying Keith Haring because we got to draw figures in complex positions rather than drawing them standing there. I think modern art is the best type of art.
The human hand has been at the centre of Visual Art history for as long as I can remember. Believe it or not, the first art piece ever to be recorded was estimated to be around 40,000 years ago, of which was hand markings on a cave wall. Although, throughout history people have started to not just draw hands but interpret them. Some artists enjoy drawing hands in creative and wacky ways, others use them in art pieces to add emotion – the different gesture of the hand always suggesting a new sentiment towards the work. Due to this, Year 5 has been studying the art of hands this past term. Ms.Heilpern taught us how to use a range of different media such as collage, drawing and ceramics. Personally, I adored learning about how to make a Hamsa hand out of clay.
By Gabrielle Seemann and Rebecca Salamon
Year 5
We went through many steps to create our Hamsa hands. We had to roll the clay to the perfect thickness, trace out hands, cut them out, add many different textures and imprints onto them and finally drape them over something to allow them to dry in a unique position. Although working on Zoom in Art was hard, I absolutely loved this term’s unit of hands and I can’t wait to do more things like it in the future!
By Jacob Weinstein
Year 6
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Year 3
By Nadav Pollak
By Tamar Granot
After looking through all the different designs, we started to make our own. Coiling was our first step to creating our earthenware pots, which after each lesson became taller and taller until we were ready to paint them with an underglaze. Many students recreated the story of bushfires, the Great Barrier Reef and Australian history. Stories and unique paintings wrapped around each pot. The next step in the process is creating a 3D sculpture that represents an important part of the story. Finally, we completed an amazing artwork to pass on our own stories.
Year 4 studied the Tree of Life. The Tree of Life represents the life force and a symbol for spiritual growth and the respect and importance of the natural world. The Tree of Life can be found in the people that are Christian, Buddhist, Jewish and Hindu. We drew the Tree of Life and also studied the etching process. First, everyone drew their own version on The Tree of Life, and then we transferred our drawings onto a plastic etching plate and engraved the plate with a sharp tool. Our abstract designs were inspired by the Australian artist John Coburn. This was a great opportunity to learn so much more about Art and I found it very rewarding.
Pots that Tell Stories is a project that all Year 6 students undertake. Before creating our own pots, we study the Hermannsburg Potters, a group of indigenous women who get together and make handmade pots. They are one-of-a-kind and tell incredible stories about their community.
PRIMARY SCHOOL Music
What a year 2021 has been for Primary School music makers!
• Year 2 learning how to play Dance Monkey on their recorders.
• Staff game and rhythm reading competitions
By Sarit Spira, Music Teacher P-8
• Water xylophone making
• Year K learning all about rhythm and solfege
• Dance parties
• Year 1 recording songs on GarageBand, and
Ha’Shorashim Capital Appeal virtual choir
• Musical Theatre song-writing project.
I am excited for restriction-free music learning experiences next year – may we be able to sing and dance together in 2022 and beyond!
Years K-2 had a great year with many students joining ensembles and choirs. Both the Junior Choir and Infant Strings loved performing at assembly for their family and friends! Some classroom highlights include:
Photos courtesy of Ofer Levy
Years 4-6 students had a ball at Music Camp. It was a thrill to see so many Primary School students join our camp this year. We loved our new (and beautiful) campsite, felt so privileged to work with and perform pieces written by the incredible composer, Alice Chance and lucky to have been able to host an amazing concert for family and friends.
• Bucket drumming extravaganzas
While the Primary Music team was unable to showcase muchanticipated concerts and end of year performances, we hope students enjoyed online Music lessons. Some online highlights
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•include:
How very lucky we were to be able to continue our Aladdin experience this year. Years 5-6 students showed amazing dedication to their roles and to each other as we persevered with musical rehearsals during online learning. Year 5 will continue the journey in 2022 and we hope you enjoy the Year 6 video project as they embark on to their High School careers.
Year 3 had such a fantastic time starting to learn their new IP instruments! We can’t wait to hear how they have progressed over the year – what an amazing opportunity to build musical capabilities, enhance social skills in small groups and grow as resilient and persistent learners! I am confident that Year 3 students will take instrumental learning in their stride.
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Photos courtesy of Ofer Levy
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Photos courtesy of Ofer Levy
School Life School Life School Life SchoolSchoolSchoolLifeSchoolLife
Student LEADERSHIP HIGH SCHOOL STUDENT LEADERS HeadMADRICHIMMadrich Maximilian Kidman Head Madricha Chloe Miller Madrichim Jade Berson Lara Fosbery Liat JaredDeanTaraGranotLinkerReuvenyRobinson HOUSEMeirCAPTAINS Georgia CharlotteKahaneLyons Rabin Ezra Hersch Ari Merten Rashi Aden Hoenig Aaron Lemberg Szenes Alexis Joffe Jessica Lowy MADATZIM (PEER SUPPORT LEADERS) Ethan GabrielleAshleyJakeTessTobyRubyBerkovicBrodyAlixCaneDanonEllaEnglerEndreyFleischerGoldmanMa’ayanGranotRubyGrynbergJacksonNoahKlisserLucindaLabiDanielLangmanEdenLevitMariahLewyArielleMelamedLucyMenczelRubyMillerCobyNewScottReuvenyBrookeRosenAdamRothschildLewySaulJamieSchneiderJakeSharpDanielSolomonMischaSpielmanClioStockleyTobiasTopolinskyZacUrbachTaliYedid SRC MEMBERS Ruby KianMa’ayanBrodyGranotHamburgerEdenLevitLucyMenczelRubyMillerAliceMilner PRIMARY SCHOOL STUDENTHeadMADRICHIMLEADERSMadrich Micah Esra Head Madricha Sofia Berkovic Madrichim Amali Allul Orozco Leah Joshua Misha RebeccaIsaacBenjaminEliseTaliaGrynbergPollakGoldbergBellaSwilFreedShammaySalamonJonathanIgra HOUSECowanCAPTAINS Tayah Starkey Zac Fraser Aviv Farhy Emily Seeman Wynn Leah Mervis NoaJemmaEliGrojnowskiJocumMichel Monash Milla Goldberg Noah SamaraAaronRevelmanPalStrugar SRC MEMBERS Sammi Epstein Gemma Jacobson Leon Besser SethJordanNachmanArnottLuisWaldner 90
Third Row: Jade Berson, Ari Merten, Aaron Lemberg, Ezra Hersch, Dean Reuveny, Alexis Joffe
•including;Planning and leading Refresh Days • Wear it Purple Day • STEPtember • Madrichim Instagram posts • House Instagram posts • Contributions to planning Zoom Shabbatot I look forward
Madrichim
Second Row: Ezra Hersch, Ari Merten, Heath Morley, Natalie Lijovic, Aaron Lemberg, Aden Hoenig
Front Row: Charlotte Lyons, Chloe Miller, Margaret Lowe (Deputy Principal), Andrew Watt (Principal), Maximilian Kidman, Aden Liat Granot, Lara Fosbery, Jessica Lowy, Jared Robinson, Georgia Kahane, Tara Linker
Adam DirectorEzekiel,ofStudents 7-12
• Purim – Year 12 students planned and implemented a range of activities and celebrations to engage High School students in Purim festivities.
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mark on Emanuel with a number of memorable student-led events. Some highlights include:
The Year 12 cohort were influential in engaging High School students during online learning through a number of initiatives to seeing this Year 12 cohort continue to engage High School students in a variety of events, activities initiatives in 2022.
and
SecondHoenigRow:
• House Music Competition – Year 12 students led their Houses to practise and perform their songs and dances. This event epitomised the hard work and selflessness that our student leaders put into engaging all of High School.
House
• Cut for Cancer – Year 12 students led this event where a number of students and teachers cut their hair to raise money for cancer research.
Madrichim
High School MADRICHIM
The extended lockdown and limited time at school were challenging. One of the shining lights was to see a new leadership group of Year 12 students (Class of 2022) meet weekly in their Ve’adim (Committees) to discuss, plan and execute ideas to increase student engagement during online learning. All Year 12 students, Madrichim (elected leaders) and Nitzavim (those who stand up) were welcome to contribute to these weekly meetings.
Front Row: Charlotte Lyons, Georgia Kahane, Jessica Shanahan, Tina Greenhill, Alexis Joffe, Jessica Lowy
By Sofia Berkovic and Micah Esra
has also been a big part of this year. During home learning we have been trying to continue to introduce initiatives such as new segments to our assemblies like Habits at Home, Good News of the Fortnight, and fortnightly musical performances, with our aim to make home learning more fun.
By Sofia Berkovic and Micah Esra
How have you grown as a leader?
Front Row: Amali Allul Orozco, Jonathan Igra, Micah Esra, Sofia Berkovic, Talia Pollak, Bella Swil. Second Row: Natanya Milner, Isaac Shammay, Misha Grynberg, Benjamin Freed, Leah Joshua, Rebecca Salamon, Elise Goldberg, Meghan Carroll
Another one of our exciting responsibilities, and an Emanuel School favourite, is running Anti-Bullying Day. We spent the majority of Term One deciding, preparing, organising and creating our ideas.
By Bella Swil, Leah Joshua and Jonathan Igra
Take away moments/lessons we’ve learned
Over the past year, all of us have had the amazing experience of being the Primary School Madrichim of 2021. Despite the challenges we have faced such as COVID-19 and going into lockdown, we have really made the most out of what could have been a very difficult time.
Our year as Madrichim has been anything but normal this year, from Zoom assemblies to Zoom meetings, but I’m sure none of us would trade this opportunity for the world.
Through this leadership role, our confidence with public speaking and our social skills have been boosted. It has been such a joy to engage and interact with the younger years and teach them about our school values and beliefs. We have had so many exciting opportunities throughout the year to help our School grow and bring smiles to the faces of others.
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Let’s start from the very beginning – Kindy orientation. At the beginning of Term 1, our first duty as Madrichim was to get to know the Kindy children and help introduce them to Emanuel School. We got to make new buddies, play games with them and walk them to class.
We all thoroughly enjoyed our two Leadership Days. One was at school and one was out near Sydney Olympic Park. On the first day we travelled to the park where we practised the leadership skills that we need moving forward. There was a treasure hunt to complete and every step led to a team building challenge. There was an egg
How have you enjoyed your experience as Madrichim?
Front Row: Zac Fraser, Noa Grojnowski, Jemma Michel, Samara Strugar, Leah Mervis, Noah Revelman. Second Row: Aaron Pal, Aviv Farhy, Eli Jocum, Emily Seemann, Milla Goldberg, Tayah Starkey
Learning about leadership
One of the things that people might not know about Madrichim is all the behind the scene work that we’d do before we execute our initiatives. We do these things at our Madrichim meetings. Every Tuesday we meet to plan and discuss new things we want to introduce to the School. For example, we talk about assemblies, initiatives like Anti-Bullying Day, and new fun ways to improve our HomeSchool.learning
Primary School MADRICHIM
stabilising challenge and also a challenge to build the tallest flag. That day was very rewarding and fun.
By Elise Goldberg, Sofia Berkovic and Talia Pollak
By Ben Freed
We are so grateful to have had the amazing opportunities and experiences and we’d like to thank all of our teachers who have helped us learn and grow to make us into the people we are now.
Over the whole year, we have gathered so many memories and have so many take away moments. If someone asked us what our highlights from this year were, we would say, everything. It has truly been an honor being the 2021 Primary School Madrichim. We have grown and learnt so much in many different ways over this time and will never forget this experience.
job was running assembly. We all excitedly gathered outside the Millie Phillips Theatre waiting for Ms Pardy to come so we could help set up and hear which segment we would be running.
I think I have gotten better at being a leader after helping the younger years. It was really fun to show the kids around the School, talk to them and just be their friends. By Becky Salamon
Ideas of some initiatives we have done Our first act as Madrichim was on the first day of school this year! We were asked to arrive a few minutes early to help the teachers set Ourup.second
PRIMARY SCHOOL HOUSE CAPTAINS
Our experience as Madrichim has been full of excitement, fun and learning. Together we have grown as leaders and have got to experience so many different aspects of school life.
By Amali Allul Orozco and Misha Grynberg
Overall, being Madrichim this year was a rollercoaster of a ride but we have all enjoyed every second of it and couldn’t have asked for a better way to spend our final year of Primary School.
PRIMARY SCHOOL MADRICHIM
As Mads we have grown as leaders by helping the younger kids out and running activities with them. Leading them around the School and helping them made us feel like we were a part of the school community. On Anti Bullying Day, we all got to lead activities and teach Years K-6 which was really fun and a great learning experience for them and us. We also helped the Year K students settle into school and played games and built Lego with them. This was amazing and such a highlight of our time as Madrichim. It really made us feel like leaders and has helped us with our interaction with younger kids. By Becky Salamon and Isaac Shammay
The SRC started the year off with an initiative across Years 3-6, known as Class of the Month. Students earned points by consistently wearing the correct uniform, having kippot and siddurim, keeping a tidy classroom and showing respect in prayers. The class who earned the greatest number of points won and got to wear plain clothing for a day.
Primary School
Friendship Monitors was another new idea that came to fruition in Term 2. Volunteers got together to make friendship mentor badges and were trained in how to help younger students solve their problems on the playground. This was welcomed by both the mentoring team and the students on the playground.
Unfortunately due to the lockdowns, SRC was put on hold for Semester 2. Thankfully our Year 6 leaders got together to once again initiate Emanuel’s Got Talent online. Students were invited to exhibit their talents. It was a great success. We wish our 2022 SRC a happy and healthy year!
REPRESENTATIVESTUDENTCOUNCIL
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The Year 5 SRC leaders took it upon themselves to begin an activity at lunchtimes in the Chill Zone. Any students who had the desire to act, play and perform were welcomed to join on a Monday lunch. This was a huge success with many of the younger years joining in and wearing many of the costumes that were purchased by the SRC in 2020.
The SRC had an exciting start to 2021. We were given the opportunity to put forward ideas that would enhance the new playground which will be part of the new building. Mrs Milner was very happy with our contributions and we look forward to seeing some of our ideas come to fruition in the future.
The SRC leaders interviewed many people about the library and how the majority of the Primary School library books were geared to the younger years. They worked with the librarians to expand the range of books in the Primary School Library.
The Year 6 SRC Leaders
We love Year 7 Meir House!
Year 8
Here are just some of our highlights from our year:
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By Remington Owen, Year 8 Tutor and Music Teacher
This year has been an incredibly varied and unpredictable one. Over the course of 2021, the Year 8 Meir Tutor Group has gone camping, participated in sport and music competitions, and been incredibly involved members of the school community. I am proud of what they do and the people that they are. Below are some snapshots of the year from the Tutor Group.
Year 7
This was an incredibly special day for all of us as we cheered for our House and got into the Emanuel spirit. It was especially exciting to cheer on the other students from our Tutor Group on the day.
Camp
This year we have had many highlights: Year 7 camp, carnivals and winning House Music. We have also had to deal with online learning which has not been so fun as we would rather be in class with our friends, or in Tutor, playing a game with Samo.
We are Year 7 Meir and we love High School!
• The carnivals were all great experiences. The Swimming Carnival was the first and it was fun for everyone – swimming or not. Fortunately, the Athletics Carnival wasn’t cancelled. It was a really fun experience where everyone was encouraged to participate. The House spirit was amazing and we had a great day of getting active and racing against friends!
• House Music was so much fun and we won! There was lots of House spirit and everyone had a great time. It was really cool to see the other Houses’ performances and it was very exciting when we won. We dressed up and got our makeup done in green and silver and looked incredible. We did the House dance with everyone in Meir and went all out! It was very fortunate that it wasn’t cancelled and we got to win as a House.
Swimming Carnival
• Camp was a great experience. We connected with everyone in our Tutor Group and had lots of fun along the way doing tons of different activities. These activities were run by camp counsellors which we loved but we also loved down time together including ultimate frisbee, trust-based games, having camp conversations and more. What we enjoyed the most was sharing tents with new people and getting to know each other better. Camp taught us to connect with more people and to spend more time talking with people that we would not normally talk to. Overall, camp taught us a lot about trusting each other to becoming good friends.
By Year 7 Meir
• Peer Support was one of our favourite parts about Year 7. It was an amazing experience for everyone and the Year 11s were so welcoming, supportive and kind. They showed us around and spoke to us not just in Tutor sessions but outside of class as well. They helped us when we needed anything and were always there for us. They ran such incredible and enjoyable activities such as Charades and Zoom Schwartz. We all loved the weekly conversation with them about how we were going with the transition into High School. They just patiently listened and offered amazing advice. We bonded with them and definitely made friends for life. They were positive, funny and amazing to be around and we wish they could be with us all year!
Cordial, stir fry, mud in our shoes and campfire stories. Every day held something different, new challenges and a new day of wet shoes, rucksacks and fun. Waking up on Day Two to the pounding rain, we packed up and got ready for another day of canoeing. Sitting in the little yellow canoes with our partners and rucksacks, our arms were tired from paddling seven kilometres the previous day. Despite the pain, the biggest challenge was yet to come –an all-day hike, where we started out scrambling over boulders taller than ourselves, walking along unmarked paths and singing at the top of our lungs. Another amazing part of camp was that we had to build fires and clean and cook by ourselves. We had lots of fun with this; particularly Mr Owen’s culinary expertise as he decided to make our beef stir fry have a little more umami flavour by adding raspberry cordial to the meat and vegetables we were frying.
House Music
Despite lockdown, Term 3 of Tutor remained a refreshing lesson that everyone looks forward to. To stay engaged, we played many different games and challenges, including a cooking competition, an online soccer-like game, Gartic Phone and much more. This fun continued into the Refresh Days where Mr Owen always had something interesting for us to do, even if all we did was continue to finish Netflix or start the PoU due tomorrow. So overall, not even lockdown was strong enough to beat our Tutor Group.
Year 9
Our Tutor Group did really well in the Futsal Competition and it was really great fun having so many people from our Tutor Group involved. Daniel Allul Orozco demonstrated his fine footwork and the whole team was always giving their best effort. It was so encouraging to have almost everyone in the whole Tutor Group in the MPH supporting our team.
After dinner came one of the best times of the day, campfire time! Some days we roasted marshmallows and some days we cooked corn chip damper. One of the highlights of the evening was storytime with Mr Owen. One of the most important things we learnt on camp was how to be flexible and resilient. We had to change plans efficiently and quickly when it started raining, or people fell ill. All in all, camp was a really incredible experience! We have forged friendships and made memories that we are sure will last a lifetime.
Year 9 Meir has traversed all the changes and challenges of this year with such resilience, enthusiasm and joy. The year began with a new tutor, Ms Keong, and having the opportunity to be involved in a bunch of incredible school activities. Shortly after the extravaganza of fun and hype that was our first ever House Music, the all too familiar lockdown began. Despite this, we made the most of our time together, finding ways to connect, laugh and encourage one another. Amongst the many experiences this year has offered, here are a few highlights: House Music this year was an incredible experience. Being our first ever, we were very enthusiastic and eager to participate! We all played a collective role in our House Dance, themed as green monsters. The dance was extremely well put together by our House Captains Georgia Kahane, Charlotte Lyons and the rest of their Tutor Group. They really put a lot of effort into every practice leading up to the event. The event took place at night where we all sat together in our Meir House as the X Factor and Small House events took place. Everyone was engaged and cheering for their House at every given opportunity. Everyone’s spirit during this event was unmatched from any other school event. When it was our turn to perform the House Dance, everyone was having a great time. We really enjoyed this experience and will remember these moments for a very long time.
Futsal Competition
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By Year 9 Meir
We spent many hours learning and rehearsing the dance in our House assemblies and Thursday mornings throughout Term 1 and early Term 2. We learnt some fantastic choreography from our outstanding Year 12 leaders to a five-minute mashup of monster songs! Learning the dance was so much fun and a great experience! Then the performance. As soon as the music began to play, we gave it our all. There was so much energy and such a great atmosphere in the MPH! At the end of the Big House Dance, we all jumped up on the stage and shouted: “MEIR, MEIR, MEIR!”. It was time to find out the overall winner of House Music 2021... MEIR! The whole House rose to its feet and we screamed and yelled for Meir!
Tutor online
Year 11
By Year 10 Meir
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In the Athletics Carnival, Year 10 Meir demonstrated fantastic team spirit. It was so great to see everyone put in their best efforts. Meir’s participation was incredible, as everyone from the Tutor Group got involved. Everyone enjoyed themselves and the Meir girls even won the relay. Records were broken several times, some of the athletes
Ms Norman greeted us in the mornings with a new and refreshing way of starting our day positively – morning games! These included cards, Jenga, Pictionary and other fun interactive games! We really enjoyed starting our mornings device-free and engaging with our peers. Now that we’re online, we really miss these mornings and can reflect on how they helped create the lovely group dynamic we have Earliertoday.thisyear,
Year 10
This year’s Swimming Carnival was one we were all looking forward to, as it was our first carnival in a year! Filled with high spirits and lots of green zinc, our Tutor Group followed Dory’s motto – “just kept swimming”. We had a lovely picnic on the grass, cheering on our fellow Meirians and sharing many laughs. We all really enjoyed competing on behalf of Meir, we even had some people in our Tutor compete in every race! The day was really enjoyable, and our Meir spirit kept us going throughout the day. On the bus ride home, Year 10 Meir was even quiet for the first time ever!
were even from Year 10 Meir and the support and love from everyone was amazing. Overall, we absolutely loved the Athletics Carnival. It was a way to bond the entire Tutor Group and the entire House for that matter. We look forward to it every year and hope that we can participate in the next one.
This year’s House Music was one to remember! Due to last year’s event being cancelled, Year 10 Meir couldn’t wait to get started this year. Each week the Year 12s would come into our Tutor session and create a vibrant and inclusive place to dance and have fun. Year 10 Meir did a great job by participating in all that they could, putting in maximum effort and displaying lots of enthusiasm. We had a range of students participate in every performance of the night. From Zoe, Coby and Jamie performing their breathtaking performances, to the wonderful Small House which included Clio singing and Brooke dancing. In the end, all the rehearsals, dance practices and early mornings paid off as Meir won House Music for the second time in a row! We want to thank all the Year 12s who spent months choreographing and preparing the performances, especially to our wonderful House Captains, Charlotte and Georgia, who made the Meir family experience so enjoyable.
At the end of last year, Mr Thaler, our tutor at the time, unfortunately had to leave us to go back to Israel. Luckily, we were given another amazing tutor, Ms Norman, who has guided us throughout Year 10. Tutor with Ms Norman is always an educational and enjoyable experience. She has helped us to navigate the stresses of our Year 10 workload, especially through the difficult period we are going through due to global events.
16 Emanuel students, four of us from Meir, went on the Duke of Ed Silver practice camp at the Hawkesbury River, and it was such an awesome experience. We hiked a total of about 30km over three days. The hiking was strenuous but extremely rewarding to complete after each day. The first night we stayed in a very big cave. This was one of the many highlights of our experience as many of us chose to not set up our tent and to sleep in the elements. As there were no taps, everyone had to catch drops of water coming from the top edge of the cave as a source of water, for both drinking and cooking. The second night we stayed in a small campsite with trees surrounding us. Another highlight of the camp was having a fire both nights, cooking dinner and telling riddles and jokes around it.
Year 11 Meir started off the year right, jumping in the pool to gain all the participation points in the Swimming Carnival. We may not have won this time, but Year 11 made up for this, winning their division in Inter-House futsal, leading to Meir’s victory in the Lexi Bader Cup with an exciting penalty shootout in the final match. The Year 11 Tutor Group continued this winning streak heading into the Inter-House bench ball tournament coming out with our second win. Despite lockdown, Year 11 Meir refused to give up, engaging the House during the InterHouse Olympics and various Refresh Days. This hard work paid off, as the Tutor Group helped Meir take home the silver medal in the Inter-House Olympics, with a total of 11 gold medals!
Lastly,#willneverlivethatdown.ourweeklyTutor
Then, unfortunately, our time was cut short by lockdown. However, we still managed to stay connected and be there for each other through our weekly Monday Zoom sessions and optional Wednesday morning breaky sessions. It was always refreshing to see the Tutor Group and have a chance to catch up with each other whilst online. Scribbl.io was another highlight from our lockdown Tutor sessions as it created healthy competition, allowing for us to have fun, laugh and connect to the Emanuel Meir competitive spirit. Overall, this year has brought with it many challenges and obstacles for us to overcome. But, through our Tutor Group’s connection and bond, we have been able to lean on each other when needed, and always feel as though we are supporting each other.
By Year 11 Meir
favourite activities we led was the Gratitude Hill where all Meirians gathered on Waxman Drive with colourful chalk to decorate the hill with words of gratitude. Another highlight was creating an activity called Meir Buddies, where every Meirian received a buddy from another Year Group. These buddies competed in handshake and yoga competitions, learnt interesting facts about each other and this strengthened special connections that will last throughout the years.
students were hand picked From Rashi, Rabin and Szenes they were nicked Dancers, singers, athletes too They were told this would lead to something new Nervous, unsure and a little bit hesitant The new Year 9s were deemed Meir residents After Philp, Evdok, Burden and Bloom Ms Bauer entered as our fifth Tutor with a boom She was everything our Tutor Group was missing And now her memory jars have got us reminiscing Whilst our final term has not gone to plan Ms B was always there with a good luck postcard in OurhandYear 12 Tutor Group has endured lockdown, trials and all things crazy But we were so honoured to become part of this amazing legacy
By Georgia Kahane and Charlotte Lyons
Ms Bauer is so unbelievably special to us and has supported and cared for us through such a challenging year, always offering us helpful advice and making us laugh through even the most stressful times. Without Ms Shan, Meir would not be the incredible House we know it as. She is our life saver and our very special Meir mum. Our favourite memories were meeting each Monday morning to discuss our weekly plans. Ms Shan’s bubbly energy, dedication to the House and overall passion made us even more excited for any activity we organised. Ms Shanahan is truly the most amazing Head of House we could have asked for.
The highlight of the year would definitely have to be House Music and Meir’s amazing win! It was a great experience where our whole House was united and put on a great show. Our Small House performance went above and beyond, due to all the hard work that went into it during and outside of school time, from the musicians, singers and dancers. Getting together almost every day in the week, in the afternoons and even on the weekend, to try and perfect the performance was exhausting but, overall, so much fun and worth it for the incredible feeling in the end after performing. Plus, no one can ever forget Tammy’s classic ‘EMIR’... #verysorry
Here is a poem we wrote for our House graduation with love: Once upon a time In Year Twenty-one9
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Along with Ms Bauer we also welcomed someone new The incredible Ms Shan, our new dance mom...who knew?! The most encouraging, supportive, enthusiastic Head of House we could find She carried Meir to victory, leaving all the other Houses behind Every moment and memory we have spent with you all From House Music to Swimming Carnivals to Inter-House dodgeball Meir, we are sad that this is the end of our time But we hope Ms Shanahan is at least impressed with our attempt to rhyme.
Group sessions were always a highlight of our weeks as they brought our Tutor Group closer together and facilitated amazing bonding time for us to get closer to different people in our Tutor Group, creating a fun and refreshing atmosphere. Wednesday morning always got us excited and energised for the rest of the day, through playing games such as Slapzi, Anomia and Spot It.
It has been such a pleasure to lead Meir to another year of victory! Leading weekly House assemblies, planning Tutor Group activities and organising the sporting and debating competitions with our Year 12 Tutor Group gave us the opportunity to work with everyone in the House and develop a close-knit House relationship. We hope we have continued the legacy of Meir as a warm, welcoming and exciting House where all members can show their House spirit in their own special way. Throughout the years we have loved watching our Tutor Group develop from a bunch of students thrown into a new House, to a unified team. It was super rewarding to spend months planning and organising House Music dances, making Swimming Carnival posters and running exciting activities
Onetogether.ofour
Leading Meir has been an unforgettable experience and we can’t thank each and everyone of you Meirians enough. Your constant involvement in this House and willingness to go along with whatever we threw at you has made this such an exciting year. We want to say thank you so much for such a beautiful Meir House farewell and for all the endless amount of time and effort you must have put into making it such a special goodbye for our Tutor Group. Although we were not able to be at school to have a live farewell, we felt so extremely special, loved and valued. The slideshow, sibling messages, photo video, speeches, handmade posters and the beautiful song made us tear up! It was such a perfect way to end our last year in Meir.
Year 12
Head of House: Tina Greenhill
Support Tutor: Karen McAndrews, Kim Woolf and Michelle Lyons-Zwarenstein
LEXI: Jess and I have loved every second of leading the most amazing House alongside our incredible Tutor Group.
Szenes House Wellbeing Team
Mazal tov to Jacob Rose (Year 12) for being awarded 18 Years Age Champion at the Swimming Carnival, and to Mariah Lewy (Year 10), Remy Waller (Year 11) and Toby Port (Year 12) for being awarded their respective Age Champions at the Athletics Carnival.
Year 9 Tutor: Niall Gilhooly
Year 7 Tutor: Kobi Bloom
Matthew Lowy, Remy Waller, Ben Cohen and Myles Cohn blew EVERYONE away with their X Factor band performance and Small House accompaniment – they had the entire audience smiling from ear to ear and clapping along. Special thanks to everybody who participated
By Jessica Lowy and Alexis Joffe
Year 8 Tutor: Denise Goldmann
“One needs something to believe in, something for which one can have whole-hearted enthusiasm. One needs to feel that one’s life has meaning, that one is needed in this world.” Hannah Szenes
JESS: We just wanted to say a couple thank yous. Starting with our Support Tutors… Ms Lyons, you were our rock. You kept us calm and reassured and levelled out Ms Greenhill’s unparalleled enthusiasm with a sense of tranquillity and a funny joke. We looked forward to seeing you every Tuesday meeting.
Below is the final speech from our House Madrichim for 2020-2021, Jessica Lowy and Alexis Joffe.
LEXI: Ms McAndrew, your ongoing support each week and your amazing ideas have been beyond helpful and have not gone unnoticed. Jess and I could not be more grateful for everything you have done for us, and the year definitely would not have been the same without you, thank you!
Year 11 Tutor: Miranda Minton
Theperformance.Swimming
Thank you to our Wellbeing team for their ongoing support and care of their Tutor Groups.
Farewell to Szenes House Graduating Class of 2021
JESS: This year has been a most incredible, insane year and it is all because of you guys.
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in Small House, including Remy Waller, Mariah Lewy, Max Rose and Ella Bortz with their incredible solos! It was such a beautiful
House Music
From the Szenes House Madrichim 2020-2021
Hey guys, it has been a while. We have missed everyone.
We want to thank everybody for the insane amount of effort they put into the event.
Year 12 Tutor: Christian Bell
Year 12 students were farewelled via Zoom, with all of Szenes House in attendance. They heard from their House Madrichim for 2021-2022, Remy Waller and Matthew Lowy; Tutor, Mr Bell; Head of House, Ms Greenhill and Year 12 siblings. The students reminisced via photographs shown, both past and present.
Year 10 Tutor: Lisa Starkey
House Music was a night to remember! The participation, effort and enthusiasm demonstrated by every Szenesian blew us away and was the reason why Szenes achieved a very exciting 1st place in Big House Event and 2nd place overall. Everyone was involved, whether they were a student on stage or in the aisles dancing, a teacher running across the stage Men-in-Black-style or a tech guru helping with the sound and visuals (huge thanks to Kyah Laishevsky and Harrison Fischl).
and Athletics Carnivals were such great days! There was so much participation and House spirit from Szenesians and the rest of the High School, which was nice to watch. Thank you to everybody who took part.
By Oscar Saul
Somerset Camp Peer Support
LEXI: We cannot thank you enough and you have honestly been the most amazing tutor. Ms Greenhill, our Hannah Montana, the star of the show, our number one dancer, how can we even begin to thank you? Jess and I could not have made it through this year without your constant support – our weekly Tuesday meetings or our House music dance lessons… we will miss it all.
JESS: Mr Bell, you have also been a source of constant support and guidance through this year as we grew into leaders. But this could not have been without your support as we transitioned from little Year 7s scared to walk on the right side of the stairs to Year 12s about to graduate. We would be nowhere without our tutor parties with fruit, our mannequin challenge and of course our letters to our future selves.
Szenes House Madrichim 2021-2022
Congratulations on the appointments of Matthew Lowy and Remy Waller as Szenes House Madrichim.
JESS: Ok, we’re officially done. No more cringey speeches, no more last-minute games or chair setting up, you can relax, because you are in good hands.
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LEXI: We have become one family – the best family – and Jess and I are so extremely grateful for you. Matt and Remy, and the new Year 12s, we have not forgotten about you. Jess and I are so excited to see all the amazing things you’ll do in the next year. We can already tell how incredible you will be, even just by watching the things you have managed to achieve during COVID.
LEXI: Szenes, our bigger family, we love you so much and are going to miss seeing you every Wednesday.
This is our first year as Szenes students and it has been amazing. At the start of the year we got together with our Tutor Mr Bloom and our Year 11 Peer Support Leaders and had a great orientation to High School. Thank you Ms Korotkov for all your work planning it. In Week 4 we had the chance to go to Camp Somerset. We were grouped in our Houses and were joined by our Peer Support Leaders who would help us throughout the camp. It was a great experience to be out in nature. We also loved the Somerset staff who helped us with all our activities. We roasted marshmallows and played fun games with our Peer Support Leaders. We would like to thank Remy Waller, Sasha Goldman, Layla Goldberg, Eden Glass and Matthew Lowy for all the time they spent making our camp amazing. Although we did not get to have a shower for four days, camp was still worth it – from making our own dinner to going on a long hike.
Although sleeping in tents with soaking shoes and sandy hair might not sound ideal, this Year 7 camp was an amazing, fun-filled experience for everyone. Certainly, one to remember! We enjoyed watching the students transition from just a group of kids to a close-knit family with special bonds. From enjoying nights around a campfire and kayaking, to facing our fears on bushwalks and high ropes, this trip was certainly one of a kind. Even throughout the hardly-ideal weather everyone made the best of it and kept positive with the help of a song or two. Thank you to Mr Bloom, Ms Korotkov and Samo for making this incredible experience possible.
JESS: Year 12. It has been an insane six years. We cannot speak for you, but nothing compares to being with this same crazy group – from Year 7 camp on our own campground next to Rabin, to six years of our living room in B12, to six years of Swimming Carnivals, Athletics Carnivals, and of course, six years of House Music (ignoring COVID) we could not think of a better group to spend six years of our life growing up with.
During Semester 1, we had weekly Peer Support sessions. We played games and learnt important lessons about how to adjust to High School life. Although lockdown was hard, it was always fun to get together on Zoom during Tutor lessons to play games with Mr Bloom. It has been a great start to High School at Emanuel in Szenes House and we cannot wait for Year 8.
JESS: Matt, I know it is going to be super hard to step out of my shadow, but I have faith that paired with Remy’s amazing singing, dancing, acting, etc that you will be amazing.
LEXI: We are sure we will see you again soon – we still have your letters to your future selves to deliver.
Year 7
By Eden Glass, Year 11 Peer Support Leader
In Term 2, we learned about online safety, the dangers and permanence of posting things online as well as what online bullying is like. This was explained by watching the show The Hunted and we had a police officer come to speak to us about consent. Towards the end of Term 2 COVID came back!
This year in Tutor Group, we had a wonderful time bonding as a Szenes family. Our Tutor sessions started with the frog game where each person took a turn saying “one frog – jumped in – the pond – plop” and it gets repeated “two frogs – two frogs – jumped in –jumped in – the pond – the pond – plop-plop“ and so on. A couple of frogs later we welcomed our newest members to the Tutor Group, Jordan Kutalyov and Tali Mezei, and at the start of Term 4, Gabriel Sperber.
Throughout Semester 2 of 2020 and Semester 1 of 2021, Year 8 students have been taking part in a recycling program during our Tutor time. Once a week, we go to our Tutor rooms, put all of our equipment down and then head off to our assigned recycling rooms in our pairs or small groups. We take all of the rubbish in the recycling bins of those assigned rooms and throw it away in the nearest yellow bin. Now that we have done the recycling for a year, it is the turn of this Year 7s to take on our role and help clean our School.
On 15 February this year, Year 8 went to Camp Somerset. It was our second time, as we were lucky enough to go in 2020. We arrived at the camp and the first thing we did was meet our Camp Instructor, Imogen, and transfer our luggage into rucksacks. Since we were required to carry these bags our entire time at camp, we had to make sure that the weight was under 12 kilograms. Our activities throughout the week consisted of many things such as canoeing down the Colo River, the River Run, a mud-filled obstacle course, rock-climbing and more. One of the main activities that we did was a big hike up a mountain. We carried our rucksacks with us the entire way as well as our lunch and snacks. The hike took the whole day and led to our next camping location. Overall, this camp was a great bonding experience, and we made some great Tutor Group memories there.
Year 8
Zoom Scavenger Hunt
Term 3 started with online learning. At the beginning it was not too bad but started getting boring after a while. We were devastated that Ski Camp got cancelled! In Tutor Group we learned about diversity and inclusion. At the end of term, we put together group videos on different marginalised groups explaining how they could be helped to create a more inclusive environment for all.
Our highlight of the year in Szenes was definitely supporting our House in House Music! We loved the enthusiasm and dedication that our leaders and peers presented leading up to the event and of course on the night. It was a great bonding experience for our Tutor Group as we all loved having fun, dressing up and of course dancing and singing our hearts out! The absolute highlight of the night was when Szenes won the Big House event because we knew that every single person in Szenes, including teachers, played a role and helped our House win! By Ruby Miller and Ava Rose
Earlier this year, Mischa and I got our Szenes Tutor Group together one morning to play a game of bench ball. I felt happy and grateful to be part of such a lovely and diverse Tutor Group.
By Ruby Grynberg
Year 10
At the beginning of 2021, the School and Szenes House welcomed back Ms Minton as our Year 11 Tutor (special thanks to Ms Norman for a great two years). Over the past year, we have become a closerknit group of friends and peers, tackling the entry into senior school head-on with the support of our teachers and tutor. As we enter our final year of school, we aim to lead Szenes House with enthusiasm and bring unlimited House spirit into everything we do.
Camp
New to Emanuel School
On 9 August 2021, Ms Goldmann organised a surprise online scavenger hunt for our Tutor session. When we joined the Zoom meeting, she explained the rules, which was to find as many objects as quickly as you could. Some of the objects we had to find included car keys, cooking oil, deodorant and even expired food! In the end, Ms Goldmann tallied up the points, and the winner was Jake Joffe. Because of this, Jake also got to pick an activity for us to do on Refresh Friday. By Ashley Cohn and Jamie Keyser
Recycling
Year 9
By Year 9 Szenes
This year has been both eventful and uneventful, unfortunately. It started off with Purim and Duke of Edinburgh being the highlights so far, despite the longest walk ever in the rain! In Tutor Group we learned about study skills and organisation by completing the ELES program. We also played lots of Monopoly Deal, Connect 4, Jungle Speed and Chess.
The Refresh Days have been great, we loved getting out and doing different things like the Scavenger Hunt and Wellbeing Wednesdays. Hopefully we will be back to school soon to hang out with our friends.
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This term I enjoyed meeting up as a Tutor Group. It is fun doing Kahoots and learning more about each other, especially people I do not know much about. It is always great to see people during lockdown via Zoom. By Ben Rosenfeld
Joining a new school during Year 11 can be a challenging time but we felt so welcomed. Emanuel has been a school that has been beyond kind and it instantly felt like home. We both agree that the best part was Szenes House as that was the family for us, with both students and teachers being so amazing. The joy and enlightenment the School brings is beyond any other. House spirit is what makes the School so unique and brings everyone together and that is what we admire so much about the School. We are glad to have found an amazing school and so fortunate to be able to graduate from Emanuel. By Tali Mezei and Jordan Kutalyov
Year 11
Ellie has been an outstanding member of the Tutor Group; she is always looking out for her friends. Eliza and Liv constantly get involved in the life of the School, especially in House Music (where we won Big House – thanks Jess and Lexi). House Assemblies are the highlight of Lilly’s week, which were amazingly run by the Year 12s of 2021.
You’re sitting in the B12 classroom, surrounded by your friends, the warm air is abuzz with the excitement that accompanies the beginning of a school year.
In attempting to describe the experience of Year 12, cliche though it may be, the only metaphor I could think of was that of a tree, beginning with small roots and growing tall and strong. As my friends and I chatted amongst ourselves, certain phrases akin to “I can’t believe we’re actually in Year 12” and “Oh my gosh what am I going to do next year?” were a dime a dozen. This was our ‘roots’ phase, we were finding our bearings as leaders of the School, a place where many of us had spent the better part of our academic careers growing into the people we had become.
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Our Tutor Group is filled with people who love to participate, and everyone always fights to join in, which is our goal. Ben is an awesome drummer. Such a great dude. Layla has fantastic dance moves and Sasha likes to be the main character. Remy’s pretty quiet really, you will never hear him singing at the top of his lungs as he feels his way into the darkness (House Music reference). Ilan and Jesse love everything frogs stand for. They have been to every rally, really? They certainly have Szenes House spirit. Mark, Saul and Jake are never on their laptops and love to help out in Tutor. Have we mentioned Jordan Baskin? Jordan is an active member of class discussions. We anticipate his great achievements in the Paris 2024 Olympics. Miz is basically a social media influencer at this point. Everyone follow @Latthewmowy. He needs the support after hitting his head on the doorway so many times. Stop growing Matt! Myles is simply bursting with references, truly a ‘Head’ of his time. He wants to talk about Sesame Street. Shoutout to Abby Cabaddy (Jordan K). Lastly Eden, he is just frantically copying down what everyone is saying. The standout characteristic of Year 11 Szenes is how much we love to be involved, especially whilst writing this report. But seriously we are looking forward to an amazing year as Year 12 leaders of Szenes House, 2022.
The Tutor Group’s leadership capabilities were put to the test at our first House Assembly as Year 12s, led by our two incredible House Madrichim, Jess and Lexi. They (with the support of the Tutor Group) ran exciting and innovative activities, designed to simultaneously impart values onto the younger students whilst also maintaining a fun and engaging manner. As Term 4 slowly drew to a close, Year 12 Szenes looked forward to a well-deserved break and more excitement in the upcoming year.
Once we returned to school, the Tutor Group kicked into full gear, we had ‘sprouted’ into a lean, mean (but actually quite kind), leadership machine! The Swimming Carnival was fast approaching and so, Szenes dusted off their floaties, flippers and goggles and swam ferociously at Des Renford. The Tutor Group’s primary focus was to encourage participation, which we did
In the wake of rising COVID-19 cases, we had to adapt our activities and programs to manage the social distancing requirements in the lead up to the highly anticipated Athletics Carnival. Again, whole House participation was at the forefront of the Tutor Group’s planning, we even ran a mock carnival in House Assembly to prepare for the big day. When that day arrived, we leaped, sprinted, threw and shot putted our way to an incredible time and many records broken and personal bests beaten. Unfortunately, in the weeks after the carnival, our House activities were abruptly cut short by an extended (and still ongoing at the time of writing) lockdown. Whilst we may have been physically separate, the lockdown allowed the Tutor Group to appreciate our closeness and the special bond we hold as friends and Szenes students. Our incredible tutor, Mr Bell, continued to guide us through our final term of High School, with engaging Zoom Tutor sessions and glimpses of his baby to keep us motivated.
This is it! Year 12 has begun...
to spectacular effect – many a seat was empty and the sea of yellow swimming caps brought a smile to our faces. Szenes’s fantastic participation left the Year 12s with a sense of satisfaction accompanied by the twinge of an oddly shaped sunburn.
Ultimately, Year 12 Szenes’s tenure was one filled with excitement, challenge and adaptation, but it was a unique and thrilling opportunity that we would not trade for the world.
By Liat Granot
Our continued growth as a Tutor Group is best exemplified through our collaboration in creating the House Music dance. We worked for weeks on end, hastily shoving the classroom tables aside to create and rehearse an award-winning dance – and award-winning, it was. Our next obstacle came in the teaching of said dance to the rest of the House – no mean feat for a group of 19. Our strategy was to divide and conquer, splitting up into small groups to rehearse with the wider House. By the time House Music came, we were more than ready to reclaim our legendary winning streak. We sang, we danced, we ‘wow’ed and ‘ahhh’ed at our Small House and X-Factor performances. Our efforts paid off in our winning the Big House prize and ranking an impressive second overall!
Picture this.
Year 12
By Year 11 Szenes
My first year at Emanuel and High School has been a fun, rewarding experience. I have enjoyed almost every activity we have done including the excitement at the Swimming Carnival, the sleepless nights at camp, dressing up for House Music, trying my best at the Athletics Carnival and much more. I remember how much fun our Tutor Group had at the hike for camp with the Peer Support Leaders while we fought against the evil biting ants. Another great memory is during House Music when the music suddenly stopped and we all just continued dancing like it never happened. All together, this year was an amazing adventure for me and even though we were in lockdown for some of it, we still managed to enjoy ourselves which has made me even more excited for next year! By Hannah Rembach
YEAR 7
Your 2020/21 House Captains, Aaron Lemberg and Aden Hoenig
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It would be simply impossible for us to express what the past year has meant to us, and all of Rashi, in a matter of paragraphs. While the year began with much uncertainty, it quickly became clear that a huge amount of effort and enthusiasm was needed to lift Rashi’s spirits in these uncertain times. It was in particular due to the assistance that Ms Lijovic, Mr Peacock and the Rashi Tutors provided us with that allowed us to make the most of 2021.
At camp we played fun campfire games every night and when we did a long hike up the mountain, Morah Miri taught us a hiking song in Hebrew. Every Rashi lesson is a fun escape from school work because we are all friends and we get to chat about everything. We got to participate in House Music which was also very fun to do and was even more amazing on the day. By Elke Selinger
The Peer Support Leaders helped me adapt to High School and it would have been extremely hard to do it without them. I seldom thought that High School would be easy, but all of my teachers and my friends have made it very easy.
By Max Tsipris
My first year in High School has been great! Even though we were stuck inside for the whole of Term 3 on Zoom, we still got to participate and experience many things when we were in school before that: Camp, House Music, the Athletics Carnival and the Swimming Carnival. Overall, this year has been a huge year of change for me compared to Primary School. There are many more subjects, teachers and projects to complete but I feel like these factors make High School more enjoyable. I hope next year can be as fun as this one. By Suzanna Garbuz
During the transition from Year 7 to Year 8, I wasn’t sure what to expect. I wasn’t sure if it would be double the difficulty or double the amount of work. The Tutor activities are engaging and fun, and the contribution and effort the Rashi House Captains put into the House is incredible. I am very grateful for how fun they have made High School so far. One of the challenges in High School is learning how to schedule your workload so you are not always stressed about homework, but I overcame this challenge
A huge thank you should also be given to the students of Rashi. This year could have been completely different if it weren’t for the incredible buy-in, commitment and positivity that each and every Rashi student displayed throughout the entire year. Whether it was just giving it a go at the Sports Carnivals or helping out to encourage a friend to get involved with House Music, the teamwork and resilience displayed was certainly a sight to behold and allowed for the year to be an incredible one.
We were so grateful to be able to participate in the Athletics and Swimming Carnivals as well as House Music, in which Rashi was able to claim victory in both carnivals. The experiences that we attained through leading Rashi were the true victory and our unity in House Music was testament to the greatness that is the Rashi House.
In handing over to the new Rashi House Captains for 2021/22 –Jesse Herdan and Jayda Sacks – we wish them the best of luck in their year to come, hoping it can be just as, if not a more lifechanging experience for them, and for all of Rashi House.
YEAR 8
Coming into Year 8 from Year 7 was a lot easier than I thought. I have really enjoyed being in Year 8 this year because of all the activities that we’ve done. Due to unfortunate events that occurred last year with COVID, we couldn’t experience any of the major House competitions or even Survival Camp properly. So, when we transitioned into Year 8, it felt great to finally experience all of that. My favourite memory of this year was the House Music dance. This is because there was so much time and energy that was put into it from the Year 12s and everyone else. I also loved when the music stopped and we carried on without any doubt. Camp Somerset was really fun to do again and will always be a highlight of the year. It was really fun having a different lifestyle for a few days as everyone became closer friends with each other and doing very fun things like swimming in the lake and eating three course meals for breakfast. By Liam Danon
through finding my own way to work efficiently at the correct time. Camp Somerset was even harder this year, but still really fun. Camp will definitely always be my highlight of the year. By Sahara Afutu
Year 8 has been a weird and whacky year for everyone. My year started off with going to Camp Somerset for the first time with just our Tutor Group because last year we were with our Peer Support Leaders. It was an amazing trip. My personal highlight was the hike where we could all bond as a group to complete the hike to get to our next campsite. Once we got back it was back to normal school life, stressful PoUs, heart-warming Shabbatot and all around a fun time. Then COVID hit again and we all went back into lockdown, slowly adjusting to online school. Although it has been a struggle, this year was just a truly amazing year. No matter what the obstacles were, we got through it as a class, a Year and as an entire community. By Jonah Lemberg
My personal highlight of the year would definitely be Year 8 camp. Camp Somerset a second time round, in my opinion, was emotionally a bit different to the first time. I think it is because I felt a lot more comfortable around the people in my Tutor Group this time and I was willing to push myself outside of my comfort zone. Not only was it a social challenge but it was also a physical challenge and I can’t believe I made it through. I felt so accomplished and proud of my achievements when I came home. Looking back on this past year, I would say that it has been rough and there have been many hurdles on the road that I have overcome. Year 8 Rashi has been awesome. I am super excited for the many years ahead and where they will take my peers and myself! By Zara Sacks
I don’t know well. I can’t wait to continue with Rashi and watch everyone grow. By Asher Levenson
It has been one crazy year so far. Firstly, we all thought the huge wave of COVID wasn’t going to return… well I guess that theory was wrong and here we are in lockdown AGAIN, hopefully getting out soon *fingers crossed*. On the positive side, it’s not new to us anymore and (speaking on behalf of most people) we have discovered ways to connect with each other and have fun while under the restrictions. Also, regardless of whether we’re in a lockdown or not, the activities we do in Tutor Group and the support we receive from our Peer Support Leaders and House Captains, have made these first couple years of High School a real blast!
Year 8 has been much smoother than last year. Moving schools last year was hard, especially making friends over Zoom and learning. Now I have so many friends who support me, lots of nice teachers that help me with work and a much better understanding of how Zoom works. Now that we are on Zoom, I realise how much I miss face-to-face learning. Year 8 was lucky enough to go on camp which was another amazing bonding opportunity with the peers
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“I enjoy learning from my backyard, and different spots in my “It was challenging at first, but once we got used to it, it was “I like to destroy Milo in ‘Clash Royale’, a game we like to play,”
“I like that we can have our pets with us while learning,” said Josh “I like that I can walk to the basketball courts right after school,” said Alex
times… At the very end of Semester 1, we all went into lockdown, and have been learning through Zoom ever since.
“I like being able to sleep in,” said Milo “I like being able to lie in bed,” said Timmy “I’m very thankful that we have a way to learn through COVID,” said Willow
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As Rabin House Madrichim, we have thoroughly enjoyed our time with every single Rabinite and will cherish every memory with them. We cannot understate our love and adoration for the people and times we’ve spent as your EmanuelMadrichim.Schoolhas shaped every single person in our Year into a well-rounded, educated, kind and generous student. Every single moment we have spent at the School has changed us into the people we are today. From the classroom learning to the beautiful camps, Shabbatot, ruach, exams, hand in tasks and everything else, Emanuel School has truly built us into the people we are today and the adults who will take the world by storm.
By Ezra Hirsch and Ari Merten
MESSAGE FROM THE RABIN HOUSE MADRICHIM
Our Year 12 experience has been one of adaptiveness, flexibility, and change. We have topped and tailed our year with lockdowns and COVID restrictions. We started Year 12 at school but with no assemblies, but, that did not stop us from running activities in Tutor Groups for House assemblies and Shabbatot. As we progressed through the year we began to open and started properly running events from Swimming Carnival to House Music to athletics and everything in between! However, at the last minute we returned to lockdown and have spent the end of our Year 12 on Zoom. Despite this, we have remained hopeful and are looking forward to finishing our HSC and celebrating all Thistogether!yearhas been difficult in unique ways for everyone, but we banded together, helped each other, found new ways to learn and connect and overall made the most of the situation.
“Teaching kids to count is fine but teaching them what counts is best.” – Bob Talbert
For our last year of High School our Tutor Group focused on developing strong and meaningful connections with each other – relationships that could carry us for a long time outside the gates of Emanuel School. Under the guidance of Morah Jenny we had many meaningful discussions, played lots of fun games, and enjoyed spending some time reminding each other of why we are special individuals. We also had a fantastic year as the leaders of Rabin House with each member of the group contributing with enthusiasm to House Music, Swimming and Athletics Carnivals, and every single House assembly. It was an honour for us to work with such a positive, creative, and supportive group of people, and we wish them all the best in their future endeavours. We will miss you all!
By Year 7 Rabin
Every Period 0 on a Wednesday morning, the entire House gathers in the Millie Phillips Theatre. We spend the morning playing games and getting important information from announcements. This fun-filled gathering is led by our wonderful House Captains who always manage to make a new fun and informative assembly. It’s always a lot of fun getting to spend time with our House. We also appreciate the many times the senior students have come to speak to us about issues and topics that make us think about how important it is to be inclusive and empathetic. This year has certainly been an interesting one and has made us think about the importance of connections and the value of our Rabin family. A big thank you to our fantastic Mr Alvarado who always made sure we commenced every day during lockdown with a friendly email wishing us the best for the day. Even if every email always made a reference to Superman, it was still appreciated.
YEAR 7
House Music was another highlight of this year. The night involved all the Houses getting together to show their musical side with House Dance, Small House Choir, X-Factor and musical ensembles. During House Music practices we didn’t feel as if we would be ready but our House captains helped us overcome that and we ended up having a great performance. It was really fun to see Rabin and the other Houses perform and to sit in the audience with our friends cheering on our House.
In Term 3 we started online learning. This meant that all our classes were online and we worked from home. As a substitute for our normal tutor classes, Morah Cohen came up with the idea for us to bake banana and chocolate muffins and play lots of games online. We had lots of Tutor check-ins to stay connected and Refresh Days to recuperate. This lifted us up during these hard Overall,times.this past year has been a blast, with the exception of COVID, of course. To sum up, Rabin is like Ravenclaw, we are the smart House.
The year began with with a week-long camp. The camp tested our resilience and patience and also allowed us to get to know each other, especially singing Sweet Caroline whilst canoeing back to camp on our final day.
House Music was one of the most incredible nights of the year. It was so wonderful seeing all the Houses compete and their amazing House spirit throughout the night. It was so much fun performing the dance with all of our friends and watching everyone else enjoying themselves. It was something we would never want to miss. It is one of our highlights of the year and we enjoyed every second of it.
YEAR 8
We have enjoyed every minute of being in Year 8 Rabin and we are looking forward to Year 9 and the opportunities that await us in 2022.
By Year 8 Rabin
This year we have encountered many events and we have made many amazing and long-lasting memories and friendships. From camp to House Music, the various carnivals to our Thursday morning piggy-in-the-middle, there is never a dull moment in our Tutor Group.
Over the past year, Rabin Year 7 has participated in many initiatives that have strengthened the collective bond of our Tutor Group. These initiatives included camp, House Music and many more.
At the start of the year, we went camping as a Tutor Group. It was such a fun and and amazing experience as we learnt many skills such as how to set up a tent, shoot a bow, be a team, and much more. One of the most memorable experiences was an army exercise (Base-7). We had to gather intel on the enemy base without the teacher seeing us. We had to be stealthy and quick and had a great time doing it. The entire Tutor Group learnt how to co-operate with each other in silence. Overall, camp connected our Tutor Group in many ways.
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Amid a quite Zoom-heavy term, Emanuel implemented a completely unforeseen prospect, a day off school, known as Refresh Friday. Initially, I’ll be honest; when we were told about Refresh Friday, I questioned what one day could do? When the morning arrived, after getting onto our Tutor Zoom, which I have nicknamed over lockdown the Contrast Zoom – sometimes very loud, sometimes quiet, occasionally intellectual but also light, habitual and sometimes so surprising – we were told what we could do on this day and how it worked.
By Kian Hamburger
Many of us likely can relate to the common effects of Zoom fatigue – tiredness, lack of motivation and sometimes even a bit of irritation. But, I did learn something about this through lockdown. Everyone has their own ‘symptoms.’ For me, it was sometimes impatience or a worn-out feeling.
I loved how this day encouraged me to explore, which reinforced how sublime it can be for lifting your mood. Moreover, I enjoyed how the system was created so I was pulled away from wasting time or doing work. We also had Tutor check-ins in three periods where we all came together like a little ‘family’, discussed and even attempted to do something together, like trick shots. Speaking of family, with Refresh Days’ marvellous freedom, it allowed me to meet my older brother. I even had lunch with them! I also got to meet a friend and bake challah. Though my challah was way too substandard to submit to the ‘Judging Panel,’ it was fun to make it with my Ultimately,mother.I found it funny how two days of reset reminded me of crucial keys to a healthy life. However, there was one thing that, apart from reset and rejuvenation, these Refresh days taught me and stuck with me. This is how paramount it is, through experimentation, to find things that you like. Not what is imposed by Buzzfeed, social media, not what our parents or family say, not our friends or mentors.
During online learning, all High School students took part in Refresh Days. Rather than having our regular classes, we all contributed to challenges, games and activities. The aim of the day was to give us all a different experience to our regular classes and helped us all to potentially reconnect with some friends we hadn’t seen for a while. During these days, there were different challenges in categories such as movement, connection, creativity and self-care. My personal favourite was the selfie scavenger hunt as it gave me the opportunity to spend a day outside, in the sun, with one of my friends. On both refresh Thursday and Friday, we all contributed to a school-wide project for the Capital Appeal and a Hineh Ma Tov project where we got to create posters, and video ourselves singing one of Emanuel’s favourite Shabbat songs! As well as the Refresh Days, High School students were also lucky enough to have Wellbeing Wednesday – a day dedicated to improving our mental health and increasing positive feelings. All classes on Wednesdays were 10 minutes shorter, and we finished at lunch – giving all of us the afternoon off.
YEAR 9
By Gabriella Freed
REFRESH DAY
The system (yes, a system) was so well designed. A system that encouraged us to move, connect, create, selfcare – anything that tickled our fancy, and the freedom was ours. We could choose anything that made us feel good.
The Athletics Carnival was another day of achievement, teamwork and fun for the Rabin Tutor Group. We had some top performers – Aden broke the school record in the 400 metre sprint, Zac won the 100 and 200 metre sprint, and Levi had an amazing 100 metre sprint. Throughout the day Rabin took home countless ribbons and managed to win the relay!
By Year 10 Rabin
Full of many ups and downs, and highs and lows! The first two terms, which took place ‘in person’, were an amazing opportunity to get involved in the life of the School and make up for lost time during the 2020 lockdown. Some highlights were the Inter-House bench-ball competitions (Go Rabin!), Peer Support, House Music, both the Athletics and Swimming Carnivals, and also Manchester United winning! Lockdown and learning from home during Term 3 had its pros and cons. However, we participated in numerous online initiatives, grew as individuals, and embraced the transition between Year 11 and Year 12. Times we all looked forward to each week throughout this period were Tutor Group and House meetings! Despite this year’s challenges, the inevitable Rabin spirit, friends, and family helped guide us through burdensome times. For real, the times where we were able to reconnect as a Tutor Group or participate in a House activity or share a meal with our family or chat to our friends (our people), online or in person, was always enjoyable and made things feel normal. We persevered and, in the end, our true self, hard work and determination shone through. We will take these experiences and lessons with us into our final year of schooling before we embark on a new life-long adventure.
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Bring on 2022!
YEAR 10
The Refresh Days were a highlight of the online learning period as it gave us the opportunity to take time away from our screens and do something nice for ourselves. Additionally, Tutor Check-ins were a nice way to catch up with our Tutor Group and see what everyone was up to.
While 2021 hasn’t always been easy, we’ve had an amazing time together in 10 WeRabin.started the year off strong with House Music being an experience to remember, with everyone working tirelessly together to win. Rabin House set the bar high, being the first to perform the House Dance, with everyone dancing their hardest, and with as much energy as possible, making the dance riveting and special. Lucy and Ruby represented Rabin House in the X-Factor performance where they sang a beautiful and memorable duet to James Bay’s Let it Go. Whilst we didn’t win, our House spirit was by far the strongest. Ari and Ezra were amazing House Captains and created many wonderful activities for us to enjoy during House assemblies like making shapes with yoga poses, Jenga challenges, and Swimming Carnival preparations.
YEAR 11
Another highlight is our weekly Tutor sessions because it gives us an opportunity to catch up, play games and have meaningful conversations with our friends. During our time at home, our Zoom sessions provided a nice break from the rigid schedule of online learning and let us catch up and connect with our friends again.
2021 has undoubtedly been a unique year! Amazing, hard, challenging, productive and enjoyable all at the same time!
By Year 11 Rabin
Over the next half year, you will experience not only a change in yourself but experience the impact you make on the Year 7s. You will learn to believe in yourself more, take initiative and realise that not everything needs to be perfect. Through this period there will be many experiences where you will be pushed outside your comfort zone, and that’s okay because there’s no way to learn if you aren’t challenged. You will learn that not everything you plan will end up working out and that’s completely okay – read the room and adapt. There will many occasions when you will have to cheer the Year 7s up. However there will be times that they will cheer you up and put the brightest smile on your face
Peer Support will mean sitting around a campfire at night, singing Classic by MKTO at the top of your lungs. It will mean really putting yourself out there and not being afraid to look silly whilst you introduce the idea of ruach to the Year 7s. It will mean countless laughs, inside jokes, an incredible camp experience and many good times! Now that I am at the end of the Peer Support journey, I can confidently say that the experience has taught me so much about leadership. It has shown me what amazing leaders my peers are, has given me the opportunity to get to know so many people and allowed me to work in a team with some amazing people!
By Christian Bell, Year 12 Co-ordinator and History Teacher
Peer Support has also taught me so much about myself! It has allowed me to step out of my comfort zone, whether leading our first ever pe’ulah (we were all a bit nervous!) or going on camp (and getting sick – oops!). I have learnt so much about organisation, public speaking, adaptability, courage, collaboration, resilience and confidence. Yet most of all I feel as though Peer Support has truly showed me how to be a great leader and looking back to our first ever pe’ulah I can’t believe how much the other Rabin leaders and I have grown!
You will create strong bonds as you navigate session planning and camp experiences You will find yourself opening up to new people as you share this experience together and even find yourself crying on the final night of Peer Support camp. That heart-warming night will make you understand how incredible a connection can be. You and your fellow leaders will explore what it means to be a leader together and find a balance and rhythm in your leading as you discover which aspects of leadership suit each leader best.
The Peer Support experience will first and foremost teach you so much about the person that you want to become. It will show you that you can be a leader and inspire the younger years and will teach you how to write programs that kids will look forward to. It will also inspire your love of teaching. It will also allow you to connect to so many new people and learn how to support younger kids that you will form a bond with and will spend so much time talking to even outside of the Peer Support program. These friendships, however, extend beyond the kids in Year 7 as you will better connect to your fellow Peer Support Leaders.
By Jayda Sacks, Year 11 Rashi
Over the first semester of 2021, the Peer Support Leaders did the most magnificent job in teaching the new Year 7 students what it means to be an Emanuel High School student. They should be immensely proud of the growth they both facilitated and experienced. It was a joy to see their different styles of leadership emerge, along with their deep appreciation for one another.
By Isabella Filipczyk, Year 11 Meir
Peer Support will be one of the most rewarding and enjoyable school experiences you will ever have. By the end of the whole experience, and to your surprise, you will realise just how much the chanichim have actually impacted YOU. You will realise how the whole experience has made you so much more comfortable around younger people, and you will now know so many tips and tricks to leading different types of people, running pe’ulot, and solving challenges. You will also leave Peer Support with new friends – Year 7s who you have grown to really and genuinely care for.
By Nathalie Freed, Year 11 Rabin
Delayed by over a year, Year 5 students and their families enjoyed a special tefillah, Torah service and Tanakh presentation ceremony, where students were gifted their own Tanakh, lovingly personalised and decorated with family stories, photographs and messages.
Community celebrations
Our Year K students and their parents joined us for special Shabbat ceremonies to mark their arrival in the ‘big school’ community. Our ceremony focused on the meaning and significance of the names given to the students, and the importance of Hebrew names in Jewish tradition. After hearing Rabbi Ninio’s engaging and interactive twist on a traditional Jewish midrash of Adam naming the animals in the Garden of Eden, parents presented their child with a hamsa artwork they created, inscribed with a special message and blessing for their child.
Photos with courtesy of Ofer Levy
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COVID restrictions and lockdowns played havoc with our usual scheduling of our many special ceremonies. Notwithstanding some cancellations, postponements, rescheduling, and disappointments, we were able to mark some of these Jewish learning milestones and moments with our students and their families. Our Pathways ceremonies provide our community with the opportunity to learn and share with each other and to pause in our busy lives to mark the growth and development of our students.
Daily prayer experiences involving prayers, songs and movement provide our students with important opportunities for learning, selfreflection, creating a sense of community filled with ruach. Whether it be morning tefillah, Thursday morning Torah services, Friday morning Shabbat celebrations or Birkat HaMazon after lunch, these moments provide opportunities for student leadership, connection and community building.
Pesach: Students experienced smaller, more intimate Pesach learning events and experiences this year, participating in a range of creative and learning experiences involving art, drama, songs, matzah making and learning about the symbolic seder foods. Students in Years 5 and 6 experienced a more intimate, student-led class-based seder, with the opportunity for discussion, song and of course tasting traditional seder foods.
Rosh HaShanah: As we marked the New Year in lockdown, we returned to learning, connecting and celebrating virtually via Zoom and our online learning system, Stile. At home and with their families, students were able to make Rosh Hashanah challah, create cards for family and friends, play bingo, listen to Rosh HaShanah stories and participate in a Rosh HaShanah seder with symbolic foods. A highlight was a whole Primary School Zoom ceremony, attended by parents and grandparents. Led by the Jewish Life Leaders, the ceremony included readings, a story from Rabbi Ninio and a special message and blessing from Rabbi Kamins. We concluded with a student sounding the shofar, the singing of Aveinu Malkeinu and massive ruach dance session.
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Tefillah – prayer and reflection
By Adam Carpenter, Head of Jewish Life (K-6)
Photos with courtesy of Ofer Levy
Yom Ha’Aztmaut: Students dressed in blue and white to celebrate Israel’s 77th year of independence, engaging in a range of activities and experiences including Israel flag designing, Hebrew singing and other popular Israeli cultural activities of playing matkot, sheshbesh and rikkudai am (Israeli dancing). Students researched the city their class was named after and created posters and presentations of their learning to share with others.
Purim: Primary students celebrated Purim with a huge day of activities and experiences. Beginning with amazing costumes and Purim parade, students created mishloach manot for each other, made their own oznei haman, created masks and ra’ashanim and enjoyed the Amazing Purim Race. They were entertained with a staff Purim shpiel and student megillah reading.
Themes and rhythms of the Jewish Calendar
others’ lives. Partaking in the mitzvah of a םירופ תדועס/festive Purim meal to celebrate Adar – we come together with friends and family in joyous celebration. By Daliah Smagarinsky and Liberty Waldner, Year 8
This year’s Purim celebration was one of my Term 1 highlights! As usual the costume parade made everyone smile and marked the beginning of an incredibly fun, upbeat and communal day of Jewish learning. There was a focus on understanding and relating to the Purim story from a modern perspective; where we celebrated the unique nature of every individual at our School. As the day came to a close, we sat together in discussions about our roles as Jewish people in society and the importance of standing up against injustice. 2021 Purim was both fun-filled and empowering – a chag to remember! By Victoria Miller, Year 11
The Sustainability Va’ad organised a clothing drive to highlight the amount of fashion waste that we produce and to engage in the mitzvah of reducing waste to help preserve our planet. Our local Vinnies is now full of amazing, good quality clothes that will go to people who need them and their purchases will help Vinnies continue the amazing work they do. By Zac Levenson, Year 12
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In the second year of our new tradition, Rosh LeRegel, Years 3-12 gathered on the basketball court for a combined תבש תלבק/ Kabbalat Shabbat and welcoming of רדא/Adar celebration. Decked out in crazy head (שאר/rosh) to foot (לגר/regel) clothes it was a joyous time of music (High School Band), song (Primary Choir), storytelling, dance, Shabbat brachot and Adar pre-Purim spirit of fun and laughter.*
Purim/םירופ
MiSheNichnas Adar/רדא סכנשמ
Well, MiSheNichnas Adar is usually translated as: “When Adar begins, we increase in joy”. At the beginning of the Jewish month of Adar, which is the month in which the festive holiday of Purim falls, we should begin to feel especially happy. MiSheNichnas Adar can also be understood to refer to one in whom the spirit of Adar enters: “Whomever lets the spirit of Adar enter him or her in a deep way will experience an increase in happiness”.
During the month of Adar we give and receive gifts, תונמ חולשמ/ mishloach manot, increasing happiness in our lives and others. There is also the mitzveh of םינויבאל תונתמ/Matanot LeEvyonim, giving gifts to those who need it, once again bringing joy into
Sustaining our World/Bal Taschit
Rosh LeRegel/לגרל שאר
MiSheNinchas Adar, a term you might be familiar with… the head bopping toe tapping song… well, what does MiSheNichnas Adar actually mean, and what is it all about?
What is freedom? Are we truly free? Can freedom become a burden? These are the questions we asked ourselves this year during our Pesach pe’ulot. Our celebration of this Jewish Festival of Freedom came paired with a call to conscientiously consider our own personal freedoms and how they look in our modern world. Throughout the High School, pe’ulot encouraged students to determine their connection to the Pesach story, finding links between the ancient Jewish escape from slavery, and their own far less extreme (but just as important) freedom from the restraints on their own lives. Responsibility, goals and limitations are central to our lives, but seemingly serve to oppose our pursuit of freedom. Was it foolish to leave Egypt only to choose for ourselves a God and a new set of rules to follow? Or rather is the true freedom the ability for an individual to choose their restraints? This year’s Pesech pe’ulot helped us see that responsibility is essential to truly experiencing freedom. By Eden Glass, Year 11
still see hatred, promises of equality not being realised, gender discrimination, homophobia and other issues that we as Jews need to address. Our striving for Israel to represent the values set out in the Declaration of Independence is exactly what it means to be a Zionist! An Emanuel Zionist!
Another name for Pesach is Zeman Cheiruteinu/וניתוריח ןמז – The Time of our Freedom. With COVID restraints, our students engaged in Year level Pesach pe’ulot (informal lessons), considering how restraints and responsibility can help make for freedom.*
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Although Yom Ha’Atzmaut is a celebration of Israel, the homeland of the Jewish people and their amazing achievements, it is more about trying to live up to the standards set forth in its Declaration of TodayIndependence.inIsrael,we
Yom Ha’Atzmaut/תואמצעה םוי
Our High School students and staff came together for a solemn and moving Yom HaZikaron ceremony. Morah Harvey’s Year 11 Hebrew students presented a program invoking the memory of Israeli soldiers who had fallen since the founding of the Jewish state. The Remembrance tekes included the saying of Yizkor;
Pesach/חספ
Yom HaZikaron/ןורכזה םוי
The Declaration of Independence, while signed on 14 May 1948, today brings up feelings of reassurance for me. I take comfort in the words of the declaration: “Israel will foster the development of the country for the benefit of all its inhabitants; it will be based on freedom, justice and peace as envisaged by the prophets of Israel”. So…let us strive to be Emanuel Zionists. Let us strive to create an Israel that aligns with our values, one that we can truly be proud of.
The values we talk about at Emanuel, the culture and history of the Jewish people, the living breathing heartbeat of everything Jewish, now has a place to flourish and that place has a name… Israel.
personal reminiscences of family members who had lost loved ones; learning about Israel’s Memorial Hall; the singing of Israeli songs speaking to the profound loss for the families; the citizens of the State of Israel and for all Jews worldwide. Together we sang a heartfelt HaTikvah in closing the memorial program.*
By Aaron Lemberg, Year 12
Year 10 was fortunate enough to experience the most incredible camp, filled with activities and discussions, and we were provided the opportunity to form strong bonds as an entire Year Group. Throughout the four days, our amazing leaders ran various pe’ulot, that evoked deep conversation within our family groups. The pe’ulot raised significant issues and helped us to venture into understanding our own identities. We explored our Jewish affiliation and were able to form our own opinions regarding what we choose to believe in. This allowed everyone to open up, in a safe, non-judgemental space and feel more comfortable with each other, overall connecting us all.
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At our Tikkun Leil Shavuot, we learnt about a wide range of topics including Midrash, Hebrew sign language, the Biblical Ruth, what Judaism has to say about “sampling” in music, and the significance of the Magen David. We also worked on a Year 12 canvas, featuring Jewish values, as a legacy for the School.
*By Rabbi Daniel Segal, Head of Jewish Life
Machane Ayekah
Tikkun Leil Shavuot
On one of the days, we walked to Bronte, and swam in the pool together, which was refreshing, as there was a change of scenery which allowed us to simply have fun! Despite the camp being at school instead of a regular campsite, we made the most of it, having a fake campfire, where everyone sat in a circle and sang songs. Ruach was a daily occurrence and the overall highlight of the camp. Every night we danced, screaming the words of the songs and going absolutely wild, especially when learning our own Ayekah dance which is unique to our Year Group.
Year 12 arrived at school ready to learn together, bond as a Year Group and not sleep very much. Around the world, Jewish people observe Shavuot by participating in Tikkun Leil Shavuot – a night of Jewish learning.
Ayekah, where am I? Hineni, I am here.
The camp was significant because everyone made an effort to include each other. Our last activity was one that will continue to resonate with our Year Group, creating many emotions because we understood the positive impact that we have on each other.
We ate cheesecake late into the night, did ruach, sang songs together, played soccer and formed deeper relationships with our friends.
By Year 10 students
Choosing from many different offerings, it was especially meaningful to be able to discuss these topics with our peers and hear what different people have to say about these Jewish ideas. For example, in the session on Jewish philosophy of friendship we were able to share our own personal conceptions of what friendship is. We concluded that friendship must be reciprocal, and true friendship, like how Buber describes “I-Thou” relations, should be one where a friend is valued in and of themself.
By Jessica Lowy, Year 12
Photos: Ofer Levy
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The maturity and conviction with which the cast navigated the characters and their situations is to be much-admired!
Pink Ladies, T-Birds, petticoats, bow ties, fluffy dice, twinkies and great songs!
We take the pressure and we throw away Conventionality, belongs to yesterday. There is a chance that we can make it so far, We start believing now but we can be who we are. Grease is the word.
YES, some of the concepts in the show are dated and reflect an era that is very different to 2021. Fortunately, this proved to be an important conversation starter among the cast about the ideas in the play. As we, at Emanuel School, tackle issues of consent, bullying, peer pressure and take pride in encouraging individuality, Grease spoke loudly to the cast and crew.
The success of this show is in no small part due to our brilliant cast and talented musicians who have worked tirelessly to give you, our audience, The one that you want!
By Samantha Bauer, Director and Daniel DirectorMusicalBurley,
The choice to select and work on Grease was an easy one.
What’s not to love about Grease?
So together with the cast, we made a few Magic changes. Working on this production has been an extremely rewarding experience. Each week brought on new challenges and, with them, great rewards. Once we finished the choreography, sorted out the costumes, set up the giant juke box, introduced the band, tried on costumes and applied make up, it was clear We go together
We are extremely proud of our Grease team and are thrilled that despite COVID, we were able to share our production with family and friends.
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Aladdin has been so much fun and I have really enjoyed this incredible learning experience.” Becky Salamon
Through online rehearsals, Director Peter Mussared, the Year 6 cast, Sarit Spira, Alice Girle and I, managed to fill our homes with magic and adventure, following the stories of Princess Jasmine, Aladdin and the Genie through song and dance.
Lily Foltyn
“I have loved working with all my friends and teachers in the process of making Aladdin Jnr. It has been so much fun, and a very alllearnedexperience.memorableIhavesomuchfromtheteachersandIamsogratefultobeabletopeformthiswonderfulmusical,evenifitisnothowweexpectedittobe.”
“I may have only been at Emanuel for a year and a half, but Aladdin has been one of my highlights of Primary School. Knowing that I will be singing and dancing in an Emanuel production is almost hard to believe. I am so grateful to have had this experience.” Summer Schlesinger
Year 6 cast members were so excited to experience filming the song Arabian Nights. They attended a professional recording studio to record the vocals of the song followed by another recording of a dance and acting segments for the song. Students were thrilled to receive the film of Arabian Nights and were so grateful for the opportunity to perform a segment of the show through film. Like all Disney productions, in the end, the Year 6 main cast members’ wishes, hopes and dreams did come true.
“My favourite part of doing the Aladdin musical was learning the choreography with all of the Year 6 cast and having lots of fun together.” Jemma Michel
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Julia Manoy
“Being part of the production Aladdin Jnr has been such an amazing and fun experience and I am so grateful that our incredible team of teachers managed to find a way to still put on a show.” Bella Swil
“The Aladdin production rehearsals have been really fun, even if we are not performing. I have always had fun either on Zoom or in the theatre acting our parts and singing our roles. But I truly believe the best part of Aladdin is the community it brings and the new friends you gather.” Asher Morris “Aladdin rehearsals and filming the song, was so much fun. I was glad to be a part of the main cast.” Layla Aronstan
Imagine if you had three wishes, three hopes, three dreams and they could all come true. The Emanuel School Aladdin Jr Production Team and Main Cast flew on their own magic carpet ride through COVID-19, experiencing numerous changes to the delivery of the musical theatre production.
By Brooke Oldfield, Drama Teacher
“I really enjoyed being a part of Aladdin 2021. Even though we couldn’t all be there in person, we found a way to connect via Zoom. The rehearsals were fun and I could connect with lots of people from different years and classes. We all persisted during home learning which has taught me lots of life lessons.” Leah Mervis
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“Aladdin has been such an amazing willattempts,throughoutexperience,multiplethecasthavebecomesocloseandIalwaysrememberthisexperience.”
Sofia Berkovic
“I was so excited to be in Aladdin in 2020, and then it got cancelled. I was excited again in 2021. Then it was cancelled again. Hallelujah. But this year had a twist! I got to do a special trailer for next year’s Aladdin! At least my sister gets a chance…” Micah Esra
“From online Zoom to dancing in the MPH, Aladdin was really a “magic carpet ride”. Sanne Nathan
“I have loved being in the production for Aladdin because it is my dream to be an actress and this is a step closer. I have also loved all the rehearsals with all the teachers and my friends. It has been a moment I will never forget. I had so much fun dancing and singing as a team and I wish it never ended. I am so grateful that I got to have an amazing opportunity that lots of people won’t get.” Noa Grojnowski
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“Aladdin was an unforgettable experience that I will be sure to remember forever. I learnt new skills and developed my character. I will be sure to treasure this experience. So I really would like to thank everyone who was involved into making Aladdin this year so special.” Elise Goldberg
“This year was the second time that we were trying to perform the Aladdin musical at Emanuel but unfortunately lockdown hit again. Although we were not singing and dancing face-toface, we still kept going. We did Zooms before and after school and we practised our lines in breaks. Even though we didn’t get to perform a live show, I am so happy that we could make an awesome video to share with so many people.” Lila Friedman
“It has always been my dream to be in an Emanuel School musical and I still can’t believe that I got the opportunity to be in one. It has been a wonderful experience of singing, dancing and making friends, and I will always be thankful for being a part of Aladdin!” Ben Freed
“Aladdin has been an amazing experience from dancing to singing and much more fun. I really enjoyed every second and am honoured to be a part of Aladdin.” Joshua Greenfield
“Aladdin Jnr has been an amazing and unforgettable experience. It was so much fun dancing and singing with my friends, whether on Zoom or in person, making new friends and so many other things. I feel I have grown and learnt so much over this time and despite the fact that we were not able to perform Aladdin live, I will never forget this special experience.”
“I am honoured to be a part of Aladdin this year even if we didn’t perform the whole thing at least some of the show must go on. Last year I tried out but I sadly didn’t get in but that didn’t stop me from trying again and I am so lucky that I did.” Tayah Starkey
“All the hard work paid off in the end and hopefully the result will be amazing! We had a blast.” Misha Grynberg
“Last year we were supposed to have a live production of Aladdin but due to COVID that was cancelled. I was so excited to have this year as a replacement but that got cancelled too. I am so happy that I got a chance to record Aladdin with all of my friends. It was such a wonderful experience and I am so happy with what I achieved along the way.” Zara Gorelik
Photos with courtesy of Ofer Levy
This year, I was part of both the Junior Choir and the Junior Chamber Choir. During Terms 1 and 2, working as a choir with other students was an amazing experience, especially during Term 2 at Music Camp. In Term 3 it was still very fun to be in the choirs even though it was structured very differently. Each week, our teachers would release the tasks and activities for that week to do separately, rather than doing the activities all together. Even so, being in the choirs has been a truly spectacular experience. Hannah Fekete, Year 6
Having the opportunity to participate in Extra-Curricular music has been such a rewarding experience as a musician. Taking part in the Mendelssohn Chamber String Ensemble, Chamber (String) Quartet and Senior Choir have enhanced my abilities to perform in front of a crowd and learn to work together as a team. Playing in assembly with Mendelssohn Chamber Stings has definitely been a highlight, as well as playing in Music Camp with the Chamber Quartet, and Senior Choir.
Although 2021 unfortunately saw more events and opportunities being cancelled, we were lucky enough to have some amazing opportunities earlier in the year. From the band practices before lockdown, to House Music, to Music Camp, the strong music culture that we have has definitely persisted through the tough circumstances of this year and last year. I especially found Music Camp enjoyable as it was Emanuel’s first one since 2019 and probably the most fun yet. I’m very excited to see how our music culture grows and continues to flourish moving forwards!
Benjamin Cohen, Year 11
A wonderful mix of experiences filled the Emanuel School Extra-Curricular music program in 2021. On behalf of the entire Music Department, I would like to thank all the students and music tutors and conductors involved in the Extra-Curricular program. Your dedication to the ensembles and your participation is part of what makes the ensembles so special. We look forward to an even more exciting year of music making in 2022! Remington Owen, Music Teacher
Extra-Curricular music this year has been an exciting and fun experience. We started the first semester with a typical experience of bands and choirs filled with many assembly performances. My experiences in Rock Bands, Copland, Senior Stage and Senior Choir have been positive and full of challenges and fun. But the most notable event was Music Camp, a three-day camp with nothing but music and fun, ending with a lively concert. Lockdown sadly brought an end to the ensembles and choirs in Term 3, but hopefully, the fun can continue next year! Benjamin Fram, Year 8
Joining these ensembles has given me the opportunity to gain more experience performing, whether it was in assembly, Music Camp, playing for Kornmehl and more. The community environment provided in all Extra-Curricular music groups make rehearsing as a team enjoyable and make waking up at 6 am truly worthwhile. The endless effort that Emanuel’s conductors and music teachers have put in to swiftly adapt to COVID-19’s restrictions has given students of all ages and instruments a sense of normality. We have been given the opportunity to continue making great music in these hard times, whether it was through recordings, fun tasks, and so much more. Ashley Kim, Year 9
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The School had great success in the CDSSA Football Championships, winning both the 15 years girls’ and the 16 years boys’ competitions.
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This year there was a great focus on the School’s Representative Sport Program, with quality coaching and regular training sessions. Students engaged in a wide variety of elite sports through various representative pathways in what was an exciting year of sport despite the significant impacts from COVID-19.
HIGH SCHOOL
ChampionsCDSSASwimmingSwimmingAICES AICES Swimming
15yrs Girls’ CDSSA Football Winners 16yrs Boys’ CDSSA Football Winners Girls’ Football
Football
Emanuel School entered the CIS Football Cup in both the girls and boys tournament. The boys had a great win over Inaburra School with a thrilling penalty shoot-out. A special mention to goal scorers Aaron Lemberg and Toby Port, and penalty scorers Aiden Poswell, Tomer Aron and Coby New. In round 2, the boys had a convincing win over St Joseph’s College. Coby New had a great season and was selected in the AICES representative team and competed at the CIS Football Championships in Term 2, scoring a header in their win.
REPRESENTATIVE SPORT
Swimming
CDSSA Swimming Age
CIS Boys’ Firsts Football
A team of the best Emanuel swimmers qualified to compete at the CDSSA swimming championships, achieving some excellent results on the day. The team performed very well, placing 3rd in overall points, and Jade Berson and Jonathan Levy were awarded Age Champions. Emma Butt, Aden Goodridge, Jack Kessell, Jonathan Levy, Tali Same and Rafi Vasin competed at the AICES Championships at Homebush following their outstanding performances.
Hayley Kanevsky 3rd place
Years 7-8 Boys’ SCC Futsal Junior Netball SeniorNetballAICESNetball AICES Netball
Futsal
1st on Vault, Floor, Parallel Bars and Rings, 2nd on High Bar
Kayla Park 1st on Beam
The Emanuel Cross Country Team were under the guidance of running coach, Jordan Williams. A strong Emanuel team competed at the CDSSA Cross Country Championships at Queens Park. Stand out performers included:
Josh Gordon
2nd on Parallel Bars, 3rd on Floor Jasper Selinger
In Term 1, many Emanuel teams competed in the NSW Schools Championships.FutsalThe Emanuel 14 and 16 years girls’ futsal teams competed strongly, progressing through to State. Well done for an outstanding performance by these teams, making it through to the grand final and qualifying for the State Championships once again.
These runners went on to compete at AICES and Jack Kessell, following a great season, competed at the CIS Championships at Eastern Creek.
16yrs Girls’ Futsal A14yrs Boys’ Futsal 16yrs Girls’ Futsal B
CDSSA Cross Country
CDSSA Boys’ Gymnastics CDSSA GymnasticsGirls’
2nd Overall
Amelie Mueller 9th place
Cross Country
14yrs Girls’ Futsal
Jack Kessell 4th place
Gymnastics
Netball
Aiden Kanevsky
Level 4 Mens Gymnastics (MG)
In 2021, Emanuel had a great year of netball trainings, games and events. In Term 2, Emanuel teams participated in the St Catherine’s Netball Competition and attended the CDSSA Netball Championships, in what was a very competitive day of netball. Eden Levit, Alena Lewy, Mariah Lewy and Amelie Trope were selected in the CDSSA representative teams, competing at AICES Championships. This team had a successful campaign at the AICES championships, winning the competition for the first time.
Daniel Allul Orozco 7th place
Level 7 Womens Gymnastics (WG)
Aron Harpaz 4th place
2nd on Vault, 3rd on Parallel Bars, High Bar and Pommel.
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Leo Masnick 9th place
Emanuel enjoyed a successful year of gymnastics competing in the Gymnastic Associations Carnival involving 78 schools, for the first time. Some outstanding results were:
Victoria Miller 2nd place
2nd
Emanuel School had great success in basketball in 2021. In Term 1, Emanuel convened the CDSSA Opens Basketball Gala Day, providing the opportunity for experienced players to play competitive games on the gala day. A special mention to Ariel Odes and Ben Shapiro who were selected in the CDSSA Opens Boys Basketball Team. The Emanuel Junior and Intermediate Teams both won the weekly Sydney Schools Cup basketball competition over Moriah, IGS and Kesser Torah College. Continuing this great form, the Year 7-8 boys team took out the annual Jewish Days Schools Gala Day in a great grand final against Moriah. Girls’ basketball also continued to improve in 2021, competing in the St Catherine’s Basketball Competition.
It was an exciting year for Emanuel tennis players, with a greater level of participation at AICES and CDSSA events. Luca Calderon-Havas, Jake Fleischer and Jack Smagarinsky competed at the AICES Championships. Luca progressed into the quarter-finals and was selected in the AICES Opens Boys Tennis Team to compete at CIS. Four teams competed at the CDSSA Championship, playing at a highly competitive level, winning both the senior girls’ and boys’ division. Well done to Chloe Miller, Ruby Miller, Ellie Morris, Maya Hersch, Luca Calderon-Havas, Aron Harpaz, Jett Sher and Jack Smagarinsky.
Despite the regular season of rugby not going ahead due to COVID-19, Max Kidman was selected in the AICES Opens Rugby team. As part of the team, Max played matches against CountryAssociationHighNSWAssociation,SportingIndependentCatholicCombinedColleges,CombinedSchoolsandNSW.
Basketball
Inter-House Step Challenge and Dance Competition
Junior Boys’ SCC Basketball
CDSSA Senior Girls’ Tennis
FootballTouch
Winning House Szenes
Rugby
JDSWinnersBasketballIntermediate Boys’ SCC Basketball Winners
By Kristy Genc, Head of Sport K-12
With the impacts of COVID-19 forcing us to be active at home, students took part in the Emanuel the InterHouse Step Challenge, bringing great House rivalry during lockdown times.
Senior Boys’ Tennis Winners
Tennis
3rd
EmanuelWinnersTennis TeamCDSSA
Winners
U15yrs Rugby
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The student sport body, also took the initiative to run a fantastic Inter-House dance competition, with Szenes taking the prize yet again.
The Emanuel Senior Girls’ touch team continued their dominance with yet another grand final win in the Easts Schools Touch Football competition. David Winter was deservedly awarded the Best & Fairest Award in the Junior Competition.
Top student steppers: 1st Place Danny Alull Orozco Place Matthew Lowy Place Jake Newfield
Senior Girls’ Touch Football
results
Age Champions AGE
Special
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2nd place Rabin 701 points
We had some long overdue ‘fun in the sun’ at the Des Renford Aquatic Centre in Term 1 as we managed to have our first full High School Carnival since 2019.
There were some excellent performances in the pool. congratulations to our 2021 Age Champions: GIRLS BOYS
4th place Szenes 520 points
Sport Carnivals HIGH SCHOOL
Inter-House
Swimming Carnival
Students and staff certainly appreciated the chance to participate in a COVID-safe event and with glorious weather and mellow Shabbat tunes (thanks Kobi and Samo!) emanating from the speakers between race announcements helping to create a magical day.
12 Years Hayley Kanevsky Jack Kesssel 13 Years Kayla Parks Jordan Pal 14 Years Amelie Trope Jonathan Levy 15 Years Ruth Durbach Jett Sher 16 Years Talia Rabin Aden Goodridge 17 Years Gaija Avshalom Gavin Robinson 18 Years Jade Berson Jacob Rose
1st place Rashi 756 points
3rd place Meir 589 points
15 Boys’ High Jump Shai Farhy – 1.62m
18 Girls’ 200m Emily Rubin – 28.03
S. Trenaman (2017) – 2:50.39
A. Altman (2017) – 15.41
R. Sebban (2015) – 2:25.99
18 Girls’ 100m Emily Rubin – 14.27
16 Boys’ 400m Jonah Trope – 55.10
18 Girls’ 800m Georgia Kahane – 3:04.95
While torrential rain looked likely to scupper the event once again, there were cheers of celebration when the starter’s gun went off at the High School Athletics Carnival on Friday 4 June at Hensley Athletics Field.
125 Carnivals Age Champions AGE GIRLS BOYS 12 Years Hayley Kanevsky Joseph Becker 13 Years Kayla Parks Samuel Dworkin 14 Years Amelie Trope David Winter 15 Years Mariah Lewy Shai Farhy 16 Years Eden Levit Jonah Trope 17 Years Jessica Rubin Remy Waller 18 Years Georgia Kahane Toby Port Inter-House results 1st place Rashi 1,996 points 2nd place Meir 1,792 points 3rd place Rabin 1,508 points 4th place Szenes 1,428 points
14 Girls’ 200m Amelie Trope – 28.03
OLD RECORD
14 Girls’ 400m Amelie Trope – 1:06.22
14 Girls’ 800m Amelie Mueller – 2:50.20
I. Brockwell (2018) – 3:16.33
18 Girls’ Long Jump Georgia Kahane – 4.16m
D. Rutstein (2015) – 13.78
G. Allen (2017) – 55.58
Athletics Carnival – new records
Athletics Carnival
12 Girls’ 200m
14 Boys’ Discus Alexander Kirievsky – 35.00m
M. Kidman (2018) – 26.87m
E. Regan-Lacy (2011) – 4.57m
Hayley Kanevsky – 29.96
16 Girls’ 400m Eden Levit – 1:04.19
18 Girls’ 400m Emily Rubin – 1:14.42
18 Girls’ Discus Emily Rubin – 19.76m
J. Gomez (2004) – 28.43
B. Gadley (2017) – 3.87m
R. Klisser (2017) – 16.70m
Well done to all the students who performed so well at the event. Many school records were broken as the next generation of Emanuel athletes move through the School. The spirit displayed by all participants was outstanding.
17 Boys’ 800m Ben Shapiro – 2:22.43
I. Brockwell (2018) – 1:21.63
18 Boys’ Shot Put Jesse Koslowski – 10.31m
E. Kalman (2001) – 1.42m
A. Poswell (2018) – 2:32.72
18 Boys’ 800m Aiden Poswell – 2:19.70
S. Cruthers (2005) – 1.61m
D. Rutstein (2015) – 31.68
J. Latham (2014) – 30.43
S. Diamond (2014) – 1:12.96
A. Altman (2017) – 32.37
16 Girls’ Long Jump Eden Levit – 4.93m
J. Amoils (2018) – 2:40.07
16 Girls’ High Jump Eden Levit – 1.45m
EVENT NEW RECORD
16 Girls’ 200m Eden Levit – 26.96
15 Boys’ 800m Shai Farhy – 2:29.66
M. Nixon (2017) – 10.26m
14 Girls’ 100m Amelie Trope – 13.58
S. Bar-On (2012) – 1:11.34
The standings for the Inter-House Step Challenge were very close:
During the first half of Term 4, students took part in the Inter-House mini Olympics. Each Year Group participated in an exciting tabloid-style event with fun modified ‘Olympic’ style events. Well done to all the students who participated with great spirit and enjoyed the day and to the winning house, Monash.
Online program
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Year 6 Gross Motor leaders took turns at making instructional videos for the K-2 students incorporating a wide range of skills. K-2 children were also afforded ‘live’ sessions – dancing, skipping and participating in various physical activities and games.
PRIMARY SCHOOL
3rd place Monash
Gross Motor program
In addition to the various Zoom sport sessions, the Primary School students participated in three major events including the Interhouse Olympics, Inter-House Step Challenge and Skiptember.
1st place Wynn
By Kristy Genc, Head of Sport (K-12)
The Inter-House Step Challenge saw many students making physical activity part of their daily routine, including during break times and before and after class.
2nd place Cowen
Students have relished the exciting opportunities on offer throughout this year as part of the Extra-Curricular programs. Activities ran before school, at lunch time, after school and online, with students learning new skills, sportsmanship and teamwork. The many activities included futsal, basketball, tennis, cross country, swimming, gymnastics, martial arts, yoga, dance, Zumba and fitness training.
Despite a different Term 3, Emanuel still managed to fit in plenty of sporting events and activities online. It was pleasing to see the enthusiasm and willingness of our students to engage in regular physical activity during this time.
To participate in Skiptember, all K-6 students were issued a skipping rope and challenged to skip for 10 minutes per day, logging their results on a daily challenge chart. Students were encouraged to submit videos of themselves skipping and mastering skipping tricks.
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Emanuel was represented by Eli Jocum at the CIS football tournament and at the CIS soccer tournament. He was part of a ‘Barbarians’ team made up of students from different associations.
Emanuel was represented by 60 students at the ASISSA Cross Country Carnival. Well done to our many students who ran extremely well, with some outstanding results. In particular, congratulations to Joshua Marishel, Dylan Pal, Cooper Rosen, Noah Kessell, Sanne Nathan and Emily Seemann, who were selected to represent ASISSA at the CIS Cross Country Carnival. All runners represented Emanuel School, ASISSA and CIS admirably. CIS was highly competitive, with many runners across the State. A special mention to Noah Kessell who finished 15th in his race, which is an amazing achievement, representing Emanuel, ASISSA and CIS.
ASISSA and CIS Swimming
Four Emanuel Futsal teams competed in the NSW Schools Futsal Championships. The teams participated in a four-week training program in the lead up to the tournament. All students are to be congratulated on their commitment to training and their improvement throughout the program.
A huge mazal tov to Samara Strugar and Jordan Arnott who represented ASISSA at the prestigious CIS netball competition. The ASISSA team played extremely well, winning six out of eight games.
SPORT
Students had the opportunity to take part in a weekly futsal development program. Milla Goldberg was selected to represent both Emanuel and ASISSA at the CIS soccer trials.
NSW Schools Futsal Championships
Dylan Pal, Jake Rosenfeld, Ethan Czeiger, Noah Kessell, Cooper Adler, Luis Waldner, Eli Jocum, Misha Grynberg, Ethan Likht, Zac Salamon, Oscar Glikin, Ben Freed, Dan Garfinkel, Aaron Pal, Jake Vitek and Dan Kalinko.
ASISSA and CIS Cross Country
Congratulations to the following students who swam wonderfully on the Ryanday:Miller,
Football/ Futsal
Tennis
Girls’ Futsal 3-4 Boys’ Futsal
Basketball
Years 5 and 6 students competed against other ASISSA schools in an ASISSA Netball Gala Day. All girls displayed a high level of commitment, teamwork and co-operation, finishing 3rd overall. Well done to Jordan Arnott, Layla Aronstan, Sophia Berkovic, Lexi Butt, Tamar Granot, Talia Pollak, Ally Rockman, Noaa Smily and Samara Strugar.
Thirty-two students represented Emanuel at the ASSISA Swimming Carnival, which is a major achievement. All students performed extremely well, with some outstanding performances, leading some students to the CIS Swimming Carnival. The level of support and encouragement for each other amongst the students was fantastic to see.
Amelie Lipman, Talia Gellert, Zara Keller, Samara Strugar, Jordan Arnott, Aviv Farhy, Yasmine Fisher, Emily Seemann, Noaa Smily, Mia Goodridge, Mikah Abraham, Tabitha Masnick, Manu Pittorino, Gabi Seemann, Lexi Butt and Netali Jadouin.
The Emanuel tennis program included over 45 students from Years 1-6, training on a weekly basis. Mazal tov to students Arlo Broughton-Oshlack, Micha Esra, Jack Harrison, and Aaron Pal who were selected to represent Emanuel at the ASISSA tennis trials.
Netball
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Weekly competitive basketball was introduced for Years 5 and 6 students in Term 1, with two Emanuel teams competing in the Sunday EBL 12 years competition throughout the term.
Congratulations to Cooper Adler, Ben Freed, Josh Greenfield, Zara Keller, Grace Lyons and Pablo Magid who represented Emanuel at the ASISSA basketball trials.
By Kristy Genc, Head of Sport (K-12)
CIS Cross Country
Years
Another special mention to Ryan Miller, Jordan Arnott, Aviv Farhy, Samara Strugar and Zara Keller who were selected to represent ASISSA at the CIS Carnival.
SCHOOLPRIMARY REPRESENTATIVE
The 2021 Emanuel Primary School Swimming Carnival was held at Des Renford Aquatic Centre. Congratulations to all students for their incredible enthusiasm and participation throughout the carnival. Enthusiasm across all Houses was high as many war cries rang out from the red, blue and green grandstand. Each race was exciting to watch, with many ending in a nail-biting finish.
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Students in Years 1 and 2 in of successful swimming activities at the carnival including duck diving, events, kickboard races, dog paddle and tennis ball scramble.
a range
25 metre
Year 1-2 Swimming Carnival
Swimming Carnival Photos: Ofer Levy
participated
results 1st place Cowen 2nd place Monash 3rd place Wynn Age Champions AGE GIRLS BOYS 8 Years Courtney Kadish Eli Levin 9 Years Amelie Lipman Alfie Berger and Ryan Miller 10 Years Talia Gellert Ethan Likht 11 Years Zara Keller Noah Kessell 12 Years Aviv Farhy Jordan Arnott and Eli Jocum
hugely
Sport Carnivals PRIMARY SCHOOL
Year 3-6 Swimming Carnival
Inter-House
By Kristy Genc, Head of Sport (K-12)
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Age Champions AGE GIRLS BOYS 8/9 Years Alfie Berger Joshua Marishel 10 Years Shayna Abitz Asher Levin 11 Years Maia Sharabi Noah Kessell 12 Years Emily Seeman Eli Jocum
Year 3-6 Cross Country Carnival
Given our sporting year, it was such a pleasure to give our Years 3-6 students the opportunity to participate in the annual Cross Country Carnival. The day consisted of students demonstrating their fitness and enthusiasm, running between two and three kilometres around Queens Park. It was amazing to see all the runners who have improved due to the training sessions. A huge congratulations to Monash – the winning House of the 2021 Cross Country Carnival.
By Environment Team Leaders – Sanne Nathan, Matea Mermelshtayn and Xavier Wilson
Sustainability
Students also ran a clothing drive to collect second-hand clothing which was donated to a worthy charity and also raised awareness about fast fashion.
What a busy and eventful year we have had from a sustainability perspective. I had the great pleasure of guiding the amazing Sustainability Va’ad: Lara Fosbery, Ari Mertin, Jacob Rose, Romi Lapidge, Ruben Mihalovich, Sophie Sawicki, Guy Rein and Zac Levenson. This group was committed to promoting environmentally-friendly endeavours to make our entire school community more sustainably minded.
Primary School Environment Team
In Semester 1, the Environment Team focussed on our waste, in particular, our bins. They are quite insignificant when it comes to our everyday life, but they play a major role in the environment. There are a variety of bins at school and each bin has certain things that need to go in it to make recycling and sorting easier. But unfortunately, not everyone knew what went in which bin. This can cause a major problem because if rubbish ends up in the recycling bins, the contents cannot be recycled. On the other hand, if recycling ends up in the wastebin, we end up putting things in landfill that could have easily ended up being recycled. Our project was to inform everyone in our School of where our rubbish should go. We designed posters to put on each classroom bin. We also made a video to explain the different bins. Environment Team members went to each class to teach them what should go in each bin. By doing this we know that all the rubbish is going in the right place. Additionally, we arranged for each grade to have FOGO (Food Organics Garden Organics) bins for food waste. Environment Team members went to each classroom to explain how the FOGO bins worked.
By Lisa Starkey, HSIE and Design and Technologies Teacher and Sustainability Co-ordinator
Information was shared on a weekly basis with students, staff and parents via school assemblies and informative Ma Nishma articles. The student body was engaged by a collection of very clever and amusing videos. Reminders to turn off lights and air conditioners upon leaving a room, remembering to pop food waste into the compost bins, recycling reminders and reducing use of single use plastic were topics which were regularly discussed.
We would like to thank the whole Environment Team for their support throughout the year.
High School
Year 3 Ruby Isenberg, Joa Israelstam, Amelia Levin and Dylan Pal Year 4 Joel Hersh, Zoe Lyons, Nadav Pollak and Orlando Van der Starre Year 5 Pepper Banki, Mia Chesler, Phoenix Gien, Joel Ginges, Ethan Ickowicz and Noaa Smily Teachers Ms Tritsch and Morah Erika 131
Team Members
During Semester 2 lockdown, the Environment Team created challenges for students. These challenges included flower photos, rock paintings and cloud art. These were designed for students to acknowledge and appreciate their surrounding when they were out and about. We aimed to help students become more aware of the role nature plays in their lives.
Photos courtesy of Ofer Levy
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&AwardsAwardsReports&ReportsAwards&Awards&ReportsAwardsandReports
PRESIDENT’S REPORT
I have no doubt you’re all looking as forward as I am to this year being well and truly behind us. It’s been quite the year for Emanuel too. On top of the endless surprises and countless pivots we had to deal with, there was of course our School Capital Appeal.
Full of lockdowns, isolation, remote learning, lengthy stints of working from home for many … and more swabs poked up my nose than I care to remember!
2021 … WHAT A YEAR!
You may not know this, but it’s only every seven or eight years that Emanuel is granted the opportunity to hold a Capital Appeal, so it’s something we take seriously and are very committed to making as successful as we possibly can.
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But $10 million was the amount we had to raise to be able to redevelop what is currently known as the Adler Building – to replace it with a far more impressive building that will hugely benefit our School – both Primary and High School.
Our objective from the very beginning of this year’s Appeal was to try and raise a very ambitious $10 million – a target we knew was going to be incredibly challenging, given the tumultuous year that 2021 was for so many.
It gives me great pleasure to announce that thanks to the very generous support of our community, we have reached our target of $10 million! As such I’m pleased to say that means that our development will be proceeding as planned. In fact, most of the old Adler Building should already be knocked down by the time School returns next year! So to all of you who have made this dream come true for our School, a very big thank you for helping to secure Our Bright Future.
With such an amazing achievement, comes some very important thank yous.
Firstly, I would like to thank our Capital Appeal Co-Chairs and past Board Presidents, Grant McCorquodale and Adam Blackman. I have learnt so much from them and am truly grateful for their advice, leadership and guidance. We simply couldn’t have achieved anywhere near this incredible outcome if it wasn’t for both of you and your tireless efforts. I also thank you for all that you have given to the School over many, many years.
I feel very fortunate to preside over such a cohesive Board, all of whom genuinely only want what is best for Emanuel and our students. To all who sit on our many Board sub-committees, your contribution is very much valued and does not go unnoticed – thank you.
You’ll be pleased to know that leaves me with just one last thank you. And that’s to you, our students and our parents.
I also thank my fellow Board members for the many hours they dedicate to the School throughout the year. My sincere thanks to Ashley Rockman, Gary Joffe, Orli Zahava, Nathan Waller, Bassina Farbenblum, Daniela Freed, Paul Miller and Alan Obrart.
To the School Executive and our incredibly passionate staff – you are the real heroes of 2021. Your ability to roll with the punches and the amazing resilience you have displayed in switching from campus-based – to remote learning – back to campus – to remote – and back to campus – all in one year –was inspirational! Thank you for the care and commitment you show our children every single day.
To the rest of our Capital Appeal Committee, Sharon Philippsohn, Michelle Favero, Isabelle Anne, Marla Bozic, Lisa Pillemer, Kevin Smaller, Rubi Berkovic and Jen Opit – you have all been amazing and all played a vital role towards our success. Thank you to each of you for your massive individual contributions over the last 18 months, which is when our Our Bright Future campaign began.
Andrew, we are very lucky to have you as our leader.
Finally, there’s always one person who sits at the helm and steers the ship and Emanuel School is very fortunate to have our Principal, Andrew Watt, at the wheel. I have had the pleasure of working very closely with Andrew this last year and watched first-hand just how calmly and methodically he operates under pressure, very ably supported by his Strategic Advisory Team of Margaret Lowe, Adam Majsay, Tany Milner and Mario Torresan.
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David New, President of the Board
This last year has thrown pretty much everything at you to have to deal with, not least of all our HSC students. At times I am well aware, it hasn’t been very easy at all. Thank you for your understanding, for your patience, and for your unwavering support of our School. We may not always get it 100% perfectly right, but believe me we try very hard to. We’ve built a very special community here at Emanuel and each of you play a very important role in making this the wonderful school it is.
After five years, we are stepping down as Co-Presidents of the P&F. It has been a pleasure and an honour to be so involved in the Emanuel community and we would like to thank you all for your involvement and support.
Community togetherness was the key, and Sam Butt, who manages Class Parent Communications, kept everyone in the loop.
For the first time, in May, we held an Emanuel Scavenger Hunt where the map and clues were accessed on each team’s mobile phones. There were tasks to complete and quizzes to answer. It was a huge success and lots of fun.
It has not been smooth sailing, and we want to acknowledge the amazing core members of our P&F committee, involved parents and grandparents and Emanuel School staff members. We would like to specially thank Karen Endrey, our Treasurer, and Michelle Stockley, our Secretary, who have been on the P&F for years. They are stepping down this year and we would like thank them for their phenomenal effort and support.
We look forward to 2022 and hope for a better year for us all.
By Ruby Berkovic and
The 2021 Capital Appeal was a huge success with $10 million raised to redevelop and expand what is currently known as the Adler Building. The Appeal showcased all that we love about our School and we amazingachievedresults.
Emanuel B’yachad/Emanuel Together was held online on Sunday 17 October. Over 1,000 people joined together to learn about the Creating Our Bright Future appeal and celebrate all that is special about Emanuel School.
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This was our 5th year as the Co-Presidents of the Emanuel P&F. Our children are now in Years 5, 6, 8 and 10. We could never have predicted that when we wrote our last article for you about how crazy 2020 was, that it would be followed by the mayhem that was 2021. It has been challenging at times, but once again we were reminded that we are part of the strong, supportive, and loving Emanuel community and we feel lucky to be a part of it.
Greetings from the Parents & Friends Committee.
With your bighearted financial support, the new building will house eight new hi-tech classrooms with adaptable space needed for project-based learning, design thinking and experiential learning. Our students will also enjoy a Kindergarten library; an Imaginarium; breakout rooms for group work, workshops and focused learning; and spaces designed for performing, reading and quiet play. The redevelopment will free space for additional classrooms for High School students and a second Design & Technology Lab for STEAM learning. Thanks to growing demand for pluralist education and an impressive track record, our School is bursting at the seams. Smartly repurposing the building helps enormously in ensuring Sydney’s Jewish community has a school with exceptional educational facilities.
Thank you for empowering Emanuel School to grow!
This year, we also introduced a Sukkot initiative, managed by an amazing Emanuel parent, Justine Hofman, where people dropped off pantry items at one of three locations and added to a paper chain. The food was donated to Addi Road Food Pantry and the three paper chains were connected and hung at the School as a representation of how we can all be together even while apart.
By Marla Bozic, President, Emanuel School Foundation
Even in a challenging year of uncertainty, worry and joy, our Board, volunteers and especially our community came together to shine a light on our remarkable school community. This year’s Capital Appeal has filled me with hope for the coming year and gratitude to all who have supported us in Creating Our Bright Future
Like last year, this was a restrictive one in terms of our activities. We were able to go ahead with a few events, such as our March Camping Trip (managed by the wonderful Shelley Millingen and for which we had record numbers), our Staff Welcome Lunch at the beginning of the year, and our Mother’s Day Stalls – accompanied by a Meditation Session for Mums, rather than the standard breakfast, led by Emanuel parent, Jodie Gien. Jodie also led an online weekly Mindfulness Course in Term 3 that we sponsored, and it had an incredible subscription rate.
We created a teacher appreciation video in Term 3 with the Primary students displaying homemade signs of gratitude to let the staff know how grateful we all were for their outstanding efforts. We also ran an interactive Father’s Day event online since we could not get together in person.
We were also heavily involved in the Capital Appeal and found that the Emanuel community is as strong and connected as ever. It was amazing to see everything come together even in the strangest of times.
Gesher, the Hebrew word for bridge, is the name of our committee* that aims to connect with the School community – parents, grandparents and 2021alumni.hascertainly
*This year’s committee, chaired by parent and Board member, Daniela Freed, also includes School Principal, Andrew Watt; parents, Carli Rothman and Samantha Butt (also an alumna); grandparents, Kathy Passman and Tammy Keller; alumni, Asha Friedman (Head Madricha, Class of 2020) and Joshua Moses (Class of 2011), as well as Michelle Favero, Manager, Marketing and Communications and me, Sonia Newell, Development Officer – Alumni and Community Relations.
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We thank our wonderful community for allowing us to share your news on our community page in Ma Nishma as well in our bi-annual newsletters, and we look forward to hopefully seeing you face-to-face on campus next year.
Once lockdown hit, we returned to online events – thank goodness for Zoom. Around 70 families from across our school community – parents, grandparents, alumni and staff – joined us for our online Gesher pickling/preserving workshop with alumnus Mitch Burnie, Manager of Adamama Urban Farm. Daniela Freed, Gesher Chair said: “having never been a pickling household before, there was much excitement and curiosity about the workshop. My eldest daughter and I had so much fun learning something new and creative in the kitchen. It was a wonderful opportunity to bring so many people together from our Emanuel family, participating and enjoying themselves. It certainly was a welcome activity during lockdown. Thank you to Mitch for running the workshop and we can’t wait to try our pickled vegetables”.
Ma Nishma, published each week, has allowed us to stay in touch with our wonderful School community. I hope parents and grandparents, and maybe even some of our students, have also been able to catch up with community news by reading our Grandparents and Friends newsletters and our Alumni newsletters, which are available online.
We were also able to hold our Annual Careers Space event at the end of May before lockdown, where 20 alumni returned to school to talk with Years 11 and 12 students about their varied career journeys. We sincerely thank our visitors for inspiring our students and letting them know of the many and varied career paths available to our students upon finishing school. Claire Pech, our Careers Advisor and I are already gathering alumni names and new ideas for next year’s event.
We were only able to hold one alumni reunion this year, whilst others that had also been planned were put on hold until next year. The Class of 2005 finally were able to celebrate their 15-year (plus one) reunion in early December. A huge “thank you” to alumna Sarah Robuck (nee Krigstein), now a parent at the School, for organising this reunion after numerous false starts. We look forward to holding face-to-face events next year, including our annual Primary Grandparents and Friends Day, which unfortunately we have not been able to hold for two years in a row.
By Sonia Newell, Development Officer – Alumni & Community Relations On behalf of the Gesher Committee
been a year for doing things differently. We were fortunate to be able to hold one event at the end of May before lockdown – a private guided tour of Salon des Refuses – the alternative Archibald and Wynne Prize selection at the E.H. Ervin Gallery at The Rocks. Over 30 people attended this first face-to-face Gesher event in 18 months. We thank Kathy Passman for organising this event.
Michael has raced in the Mark Webber Challenge, a five-day adventure race in Tasmania and in the 293km long Coast to Coast Kokoda Challenge. He has climbed Mt Kilimanjaro and walked Kokoda twice.
In 2018 he set his third world record – running 5km on crutches in These32:13.69.days,
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In April 2003, Michael tried something new: speed skiing, the drag racing of alpine sport. On the steepest slope in the world he clocked over 193km/hr, smashing a 16-year-old world record and became the fastest skier with a disability
Skier, cyclist, trekker, triathlete, runner, world and Australian record holder, Paralympian, Olympian....
Michael has also completed a marathon on crutches. Aiming to break the existing record for Fastest Marathon on Crutches (one leg) which stood at 6:42.42 minutes and 47 seconds, Michael completed the distance in a time of 5:23.50.
Every year after that he bettered his own world record until, in April 2006, he clocked a staggering 213.65km/hr to also become the fastest Australian skier ever.
In May 2017, Michael tackled his first ultra-marathon – the Ultra-Trail Australia 50km race in the Blue Mountains. It’s tough terrain when you’re running on crutches but he finished the course in just over 12 hours, and only 10 hours active running time.
then pursued a new sport: cycling. After six months of intense training, he not only won a gold medal in the 3000m Individual Pursuit at the Australian Track Cycling Championships in February 2007, but also broke the Australian record.
A month earlier at the 2006 Winter Paralympic Games (his fifth Paralympic Games) Michael’s ski racing career came to an end. Under a new, tougher classification system, he won a silver medal in the Downhill, achieving his goal to “...win a medal, any colour”. His ski racing medal count stands at 11 Paralympic medals (six gold) and 11 World Championships medals (six Miltongold).
He has also competed in triathlon, representing Australia at two World Paratriathlons, finishing fourth in China in 2011.
His dream to make the Australian team and compete at the 2008 Beijing Paralympic Games was sidelined when he was diagnosed with Oesophagael Cancer in July 2007. He then made an amazing comeback from this serious illness to record times at the 2008 Australian Track Cycling Championships, comparable to his results in the same events 12 months before.
Michael describes himself as a ‘weekend warrior’ running and cycling in charity events and for fitness and fun. He also enjoys sailing, rollerblading and, of course, skiing with friends and his teenage kids.
GUEST SPEAKER Michael Milton OAM
Michael Milton is one of Australia’s best-known athletes. His four-gold-medal haul at the Salt Lake Winter Paralympic Games endeared him to a sport-loving nation and earned him the title of Laureus World Sportsperson of the Year with a Disability.
In June 2008, Michael was named as one of 18 athletes in the Paralympic Cycling Team to compete in Beijing, his sixth Paralympic Games and his first as a summer athlete. He arrived in Beijing less than 12 months after chemotherapy, radiotherapy and major surgery. In many ways, he’d already won. Michael competed in three events – the 1km Time Trial and the 300m Individual Pursuit on the track and the 60.5km Road Race.
Source: www.michaelmilton.com
Adam Soloman Enhanced Approach to Learning
Samuel Dworkin PDHPE
and taking learning beyond the boundaries of the classroom
Gemma Wainstein MeritoriousMathematicsEffort
Gideon Owen Mathematics
Ashley Goldman InformationFrench and Software Technology Meritorious Effort
Jesse Carpenter Enhanced Approach to Learning
Lucinda Labi Food VisualMathematicsTechnologyArts
AcademicVisualTechnologyArtsExcellence
Daniel Zipser Jewish Studies
Jesse Barel Information and Software Technology Mensch
Xander Keller Mensch
Year 10
Marina Akstein Business Creators
Sienna Poswell Junior Football
Olivia Kawalsky Mensch
Jack Kessell Representative Sport Enhanced Approach to Learning
Shai Berkovic Embracing opportunity and taking learning beyond the boundaries of the classroom
Leah Grunseit Representative Sport
Representative Sport Academic Excellence
Renee Korotkaia Business MeritoriousCreatorsEffort
Year 8
Rafi Vasin Music
Dux of Year 7
DuxSTEAMScienceMathematicsGeographyofYear9
High School Prizes
EmbracingHSIEDuxVisualScienceStudiesArtsofYear8opportunity and taking learning beyond the boundaries of the classroom
Milly Ginzberg Student seeking deeper meaning beyond the canvas Stacey Greenfield Enhanced Approach to Learning Kian Hamburger Elective Geography Jewish Studies
Alexander Gellert Meritorious Effort
Amelie Mueller Science
Oscar Salek English
Max Salamon Enhanced Approach to Learning Daliah Smagarinsky AcademicHebrew Excellence
Liberty Waldner
EmbracingAcademicVisualTechnologyPDHPEArtsExcellenceopportunity
Year 7
Benjamin Fram Contribution to Music
Ella Sherman Academic Progress Award
Tess Endrey Elective MeritoriousGeographyEffort
Ruby Grynberg Photographic & Digital Media Academic Progress Award
Aron Harpaz Academic Progress Award
Sophie Masnick Drama
Daniel Jadouin Hebrew
Sam Salamon Enhanced Approach to Learning
Year 9
Netball
Akeisha Kantor
Asher Filipczyk Visual Arts
Ashleigh Gold Mensch
Gemma Odes Representative Sport
Jessica Linker JewishFrenchEnglish
Raphael Harpaz Mensch
Amelie Trope PDHPEPhysical Activity and Sports Studies
Violet Nathanson Academic Progress Award
Aaron Berkowitz Music
opportunity and taking learning beyond the boundaries of the classroom
Tali Same Academic Excellence
Alexis Demos MeritoriousPDHPE Effort
Kyra Levin Food Technology
Maayan Granot ContributionDrama to the Jewish Life of the School
Eva Nabarro HSIE
Willow Gelin MenschJewishHebrewStudies
Gabrielle Jackson Business Creators
Eden Levit Physical Activity and Sports Studies
Student who demonstrated the qualities of good citzenship by making a contribution to the
community139
Zara Sacks Meritorious Effort Embracing opportunity and taking learning beyond the boundaries of the classroom
Elise Kitchener
Johnny Menczel Contribution to Music
Josephine Miron Academic Progress Award
Aden Goodridge Commitment to Sport
Ashley Kim PhotographicMusic & Digital Media Visual AcademicArts Progress Award
Tamarah Aaron AcademicElectiveCommerceHistoryExcellence
ContributionScienceEnglish to Music Academic Excellence
Gabriella Freed Meritorious Effort
EmbracingMenschCommerce
Ella Engler Hebrew
Gabriella Karro Academic Progress Award
Alexander Kirievsky Junior Basketball
Asher Levenson Embracing opportunity and taking learning beyond the boundaries of the classroom
Ethan Hirst Junior Football
Jemma Drutman Meritorious Effort
Georgie Rosen Academic Progress Award
Ruby Brody
Daniel Allul Orozco Representative Sport
Alice Milner
Lori Allen Contribution to Hospitality
Toby Port English Standard
Aden Hoenig Modern History
Benjamin Cohen Music Contribution2 to Music
Lara Fosbery Ancient History
Ruben Mihalovich Music
Georgia Kahane Contribution to Sport
Isabella Knoll Determination and Tenacity
Jacob Rose
Dean Reuveny Community Conscience
Sophie Sawicki Enhanced Approach to Learning Jonathan Schach Meritorious Effort
Visual Arts
Anna Davis English Extension 1 Modern History
Anton Blair Academic Progress Award
Student who best exhibits the characteristics of humility, honesty, integrity, hard work, excellence, community and love of Emanuel School.
Rebecca Pillemer English Standard
Outstanding2 Commitment to Instrumental Ensembles
Maximilian Kidman Head Madrich
Coby New FootballMusic
Samantha Kagan Visual Arts
Best Student in Mathematics
Eugen Drexler Memorial Essay (Family)
Lily Berger Contribution to the Jewish Life of the School
Daniel Melamed Hebrew Victoria Miller Ancient RepresentativeHistory Sport
Gaija Avshalom Humanitarian Work completed at School
Dux of Year 10
Joshua Moses Software Design & Development
Sarah Armstrong Meritorious Effort
Lara King Business Studies
Eleanor Labi Meritorious Effort
Tori Shapiro Commitment and dedicated service to the Emanuel School Community Gabriel Tracton Business MathematicsStudiesStandard
Alexis Joffe Community Service & Citizenship
Sacha Rosen PDHPE
Ethan Trenaman Legal Studies
Commitment to Choir Proxime Accessit Duci Chloe Miller Commitment to Music Academic Excellence Head Madricha
Mensch Award
Ethan Moliver Science Extension Ariel Odes Basketball
Student who exhibits active support of our community through volunteering
Ari Merten Physics
Kyah Laishevsky Service to the Secondary School
Jonah Trope Mathematics Extension 1 Enhanced Approach to Learning Academic Excellence
Ruby Miller (Year 10) Mathematics Advanced Samuel Milner Commitment to Sport
Layla Goldberg Geography
Tara Linker French
Jesse Herdan Mathematics Advanced Ezra Hersch Music MenschExtension
Jake Newfield Contribution to the Jewish Life of the School Eugen Drexler Memorial Essay (Community)
Adam Rothschild Contribution to Music
Teoh Bader Tenacity and Personal Strength
Liam Engler Modern Hebrew
Maxwell Keyser Meritorious Effort
Arielle Melamed ElectiveEnglish History
Jesse Koslowski Academic Progress Award
Luca Calderon-Havas TennisFrench
Lewis Saul Mensch
Isabel Sarraf Jewish Studies 1 Unit
Doran Lee Software Design and Development
All-round Contribution to the Life of the School
Jade Berson StudiesGeographyofReligion II
All-Round Participation
Joseph Fonteyn Meritorious Effort
Aaron Lemberg School Spirit
JewishHistory Studies
EnglishEconomicsExtension 2
AcademicPDHPEBiology Excellence
Charlotte Lyons
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Ruby Hurwitz Commitment to Debating Tara Israel Mensch
Ruby Miller AcademicScience ContributionExcellencetotheJewish Life of the School
Jordan Stein
Mariah Lewy Physical Activity and Sports Studies
High School Prizes
Jesse Herdan DuxPhysicsChemistryofYear 11
Emanuel Writer of the Year Academic Excellence
AdvancedChemistry English English Extension 1 Mathematics Extension 1 Dux of School
Zachary Gothelf Mathematics Extension 2 Academic Progress Award
Ariella Tracton Music 1
Matthew Lowy Academic EconomicsExcellence
Eden Glass EnglishDrama AcademicAdvancedExcellence
Student most curious about using physics for tomorrow’s world
Year 12
Saskia Auerbach History Extension
Outstanding2
Emily Rubin Communal Service
Jessica Lowy
Solomon Pager STEAM
Debater of the Year Community Service
Mischa Spielman Representative Sport Year 11
Aiden Poswell Contribution to Sport Guy Rein Music
SocietyDrama and Culture
Legal MathematicsStudiesStandard 2
Eden Grynberg Studies of Religion II CommunityMensch Service and Citizenship
Jayda Sacks MeritoriousBiology Effort
Talia Kleviansky Meritorious Effort
Olivia Beinart Society and Culture
Remy Waller Academic Excellence All Round Contribution
Liat Granot Outstanding Service to the Jewish Life of the School
HIGH SCHOOL Speech Day
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PRIMARY SCHOOL Speech Day
Lily Foltyn
Eli Jocum
Excellent achievement in Sport and Physical Education
143 2021
MAJOR AWARDS
Hannah Fekete
Leah Joshua Excellent achievement in Chess Outstanding leadership and citizenship
Academic achievement in Hebrew Excellent achievement in Physical DeterminationEducation and tenacity in learning
Samara Strugar Excellent achievement in Sport
As equal partners walking hand in hand Our guiding star: living Torah
Kadimah YA-chad be ga-on!
Most conscientious and diligent Primary student
Bella Swil
Excellent achievement in Geography Excellent achievement in Debating
Music by Joseph Toltz • Lyrics by Geoff Sirmai • Hebrew Lyrics by Avital Brown
Outstanding school spirit and enthusiasm
Isaac Shammay Excellent achievement in Science
We will excel, Emanuel Beneath Australian skies we proudly stand!
Translation Chorus: Emanuel, our School Emanuel, together hand in hand Parents, teachers and students
Cyrus Waldner
We will excel, Emanuel Beneath Australian skies we proudly stand! We will excel, Emanuel Beneath Australian skies we proudly stand!
Horim, morim, v’talmidim
Rebecca Salamon Excellent achievement in Visual Arts
Sofia Berkovic
Noah Revelman Excellent achievement in Mathematics
Benjamin Freed Participation in all aspects of School life
Luis Waldner All Rounder Award
Sanne Nathan Commitment to environmental projects
Emanuel, YA-chad yad be-YAD
Ha LEV hu KAN gam ha ra-TSON
Aaron Pal Commitment to Extra-Curricular Music
Verse Emanuel,1: we grow together
Our heart is here, our will as well Go forward with pride together!
Monash House Winner
Micah Esra Outstanding leadership and citizenship
our mind you challenge Our spirit soars, our being is fulfilled Values we share: friendly and fair, Embracing all with kindness and goodwill
SeemannGabrielle
Noa Grojnowski Progress and persistence
Aviv Farhy ProgressSportspersonshipandpersistence
Excellent achievement in English Musicianship in class and Instrumental Programs
Jonathan Igra Excellent achievement in Technology and CommitmentInnovationand dedicated service
Talia Pollak Commitment and dedicated service
Jordan Arnott Excellent achievement in Sport and Physical Education
Excellent achievement in Jewish ExcellentStudies achievement in History
Excellent achievement in Choir The Year 6 Students’ Choice Award for consistent mateship and positivity Mensch of the Year
A love of learning and our Jewish Land
Joshua Greenfield Outstanding leadership in charity and social action
Elise Goldberg
Emily Seemann
Hebrew Chorus: Emanuel, beit SE-fer she-LA-nu
Verse Emanuel,2:
Excellent achievement in Drama Commitment to Jewish Life
FarbenblumBassina
Patricio Alvarado – English Teacher 2001 – 2011, 2020
HagitBEd2016(Israel)Bar-On
Natanya Milner – Head of Primary 2008
Meghan Carroll – Deputy Head of Primary 2017 BA (Canada), BEd (Canada)
BMus (MusEd) Hons (USYD), MMus (UNSW), MEducational Leadership (Macquarie), Grad Cert Ed Law (ACU), Cert TfU (Harvard), MACEL, MAICD
BHealth
Garry Case – Director of Digital Learning Technologies 1996
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Gary Joffe Treasurer
National High Education Dip Early Childhood (Witwatersrand TTC, South Africa)
BBus (UTS), MBA (Macquarie), CA, GAICD
BA (YU), MA (BU) MA (JTS) Principal Certification (JTS) Rabbinic Ordination (JTS)
David New President Ashley Rockman Vice President
Andrew Watt – Principal 2018
–
BEd (UTS), BTeach (UTS), COGE (UNSW), Cert TfU I and II (Harvard), LfU I (Harvard)
Margaret Lowe – Deputy Principal 1995
BA Ed (USYD), MA Lit (UNSW), Cert TfU (Harvard), LfU (Harvard)
Nathan Waller Orli Zahava Alan Obrart RepresentativeSynagogueEmanuel
MEd (UNSW), MEd (UTS), Dip App Sc (RCAE), DipEd (RCAE), Grad Cert Physics (ACU), Cert TfU (Harvard), LfU I (Harvard), MACEL
BEd
Shirley Arad – Hebrew Teacher, Primary
David Bartlett – Head of HSIE 2003 BA (UNSW), DipEd (UNSW), Cert TfU (Harvard)
Samantha Bauer – Head of Drama 2001 BA (UNSW), BEd Hons (UNSW), Cert TfU (Harvard)
Joanne(Harvard)Burden – English Teacher 2010
Mario Torresan – Director of Finance and Operations 2020
BA (UNSW), DipEd (UNSW), TESOL (ACU), Cert TfU (Harvard)
BMusEd (NCAE, NCon), Master of TESOL (Charles Sturt), Cert TfU (Harvard), MACE, MACEL
Terry Aizen – Director of Kornmehl Pre-school 2005
Kobi Bloom – Co-ordinator of Informal Jewish Life 2020 BA Psyc (Melbourne), MTEACH (Melbourne)
Adam Majsay – Deputy Principal (Teaching and Learning) K-12 2007
Katie Brody – Director of Studies K-6 2019 B.Teach (Primary) (UTS), B.Ed (Hons) (UTS), C.O.G.E. (UNSW), M.Ed (Gifted Ed) (UNSW), Cert TfU
Julian Abelson – Director of studies 7-12 2019 BScience (USYD), PGCE (UniSA), MEd (UNSW)
– Head of Hebrew K-6 and K-2 Jewish Studies Co-ordinator 2007
BA English Lit (Tel Aviv), DipEd (Tel Aviv), Teach Cert (Years K-12) (Tel Aviv), Cert TfU (Harvard)
SCHOOL LEADERSHIP
BEd (WIE), Master of Educational Leadership (Educational Research) (Macquarie), MACE, MACEL
Rabbi Daniel Siegel – Head of Jewish Life 2015
Christian Bell – HSIE Teacher, Acting Year 7 Co-ordinator 2015 MEd (UNSW), BA (USYD), BEd (USYD)
BA DipEd (Macquarie), Cert TfU (Harvard)
Lindi Bloch – Kornmehl Pre-school Teacher 2012 Dip PrePrim Ed (Johannesburg CE)
Adam Carpenter – Head of Primary Jewish Life 2000
Cameron Whiston – Director of ICT 2019 Adam(Newcastle)Ezekiel Director of Students 7-12 2014 & PhysEd (ACPE)
Daniela Freed Paul Miller
TEACHING STAFF
Sarah Bishop – Science Teacher 2015 BMedSc (UNSW), BSecTeach (CSU)
2005 – 2015, 2020
Samantha Diamond – Strength & Conditioning Coach 2020-2021 BSport and Exercise (UTS)
BA Soc Sci; Post Grad Dip Secondary Education, Adv Cert – Special Needs Ed
Tanya Jeckeln – Class Teacher, Primary 2002 DipTeach (GCAE), Grad Dip Ed (KCAE), Cert TfU (Harvard), COGE (UNSW)
– HSIE Teacher 2003 BA (Murdoch), Grad Dip Library and Information Studies (Curtin), Grad Dip Secondary Ed (CSU) Renee Levenson – Wolanski Family Specialist Learning Centre Teacher 2012 BA (Witwatersrand, South Africa), HDipEd (Witwatersrand, South Africa), DipSpecialEd (Macquarie)
Lijovic – Science Teacher, Head of Rashi House 1999 BEd (Melbourne), Med Admin (UNSW), Cert TfU (Harvard)
BEd (Chile), Cert TfU (Harvard)
H DipEd Primary (UNISA), (Pretoria College of Ed), Cert TfU (Harvard), COGE (UNSW), Masters Gifted Ed (UNSW)
BAppSc Exercise & Sport Science (USYD), GradDipEd PDHPE (ACU)
BA (COFA UNSW), DipEd (USYD), Grad Dip Design (UTS), COGE (UNSW), Cert TfU (Harvard)
Jemma Lopis – Hebrew Teacher 2015 BA (USYD), B Teach (USYD), M Teach (USYD)
BA (UNSW), MA in Teaching (ACU)
Emma Hill – Class Teacher, Primary and Extra-curricular Leader, Primary 2015 BA (Wellington), DipEd (Wellington)
Doct Educational Psych, University of Southern California (USC), Med (UNSW), BEd (UNSW), BA Marlene(UNSW)
Ruth Harvey – Head of Hebrew 7-12 2009 BEd (USYD)
BSc
BA Psych (Israel), Teach Cert Years K-12 (Jerusalem)
Talia Hynek – Class Teacher, Primary 2014 BEd
Debbie Cohen – Wolanski Family Specialist Learning Centre
Ray Francis – Head of PDHPE 1996 BEd Hons (London), Grad Cert TESOL (UTS), Cert TfU (Harvard)
Neil Furman – Mathematics Teacher 2004 BCom (U Witwatersrand), HDipEd (UCT), Cert TfU (Harvard)
Jacqui Cohen – Hebrew Teacher 2016 BA/BLaws (USYD), BTeach Secondary (CSU)
Kristy Genc – Director of Sport K-12 2014
Erika Ktalav – Hebrew Teacher 1996 DipTeach (Beer Sheva Israel), Cert TfU (Harvard) Caroline Laumberg – Mathematics Teacher, Year 12 Co-ordinator 2010 BSc (USYD), DipEd (SIE), Grad Dip TfU (Harvard) Emily Lawrence – HSIE Teacher 2021 BEd Allison(USyd)Lee
Rebecca Gaida – Jewish Studies Teacher 2011 BA (USYD), MTeach Hons (USYD), Cert TfU (Harvard), MCL (Harvard). MiniCoGE (UNSW)
Lisa(USYD)Inberg – HSIE and Jewish Life Teacher 2010 – 2021 BA (USYD), Masters Teaching (USYD)
Lara Ephron – Head of Design and Technology 1997
Indiana(UNSW)
Felicity Cox – Class Teacher, Primary 2021 BPrimEd (UC)
David Camp – Head of English and Head of High School Library 2007 BA (UWS), BTeach (UWS), MA (USYD), Cert TfU (Harvard)
Miri Heitner – Hebrew Teacher 2017
Faithfull – Head of Basketball 2020
Wilt – English Teacher 2009 – 2014, 2020 BADipEd (Macquarie), MA English (Macquarie)
BEd (USYD), Exec Cert in Event Management (UTS), Dip in Professional Interior Design (IDA), Cert TfU (Harvard), Cert I and II in Hospitality (WAI), Certificate IV Training and Assessment (TAFE NicoleNSW)Esra
BA (French Canterbury Uni, New Zealand), Dip Teach (Christchurch College of Education, New Zealand), Examinatrice du DELF, Diplôme 2016, Ministère de L’Education Nationale République
Teacher 2005
Ellana Costa – HSIE Teacher 2021 BA (USYD), GRAD DIP Performing Arts (NIDA), M Teach (UNSW)
Tina Greenhill – Science Teacher, Head of Szenes House 1996-2001; 2003 BSc (UNSW), DipEd (UNSW), Cert TfU (Harvard)
Einfeld – Kornmehl Pre-school Teacher 2003
Hilary de Joux – French Teacher 2017
Belinda(UL)
Louise Heilpern – Visual Arts Teacher 1-10 2004
Eliah Dean – Wolanski Family Specialist Learning Centre Teacher
Andrea Healy – Wolanski Family Specialist Learning Centre Teacher
Hayley Chester – Class Teacher, Primary 2021 BEd Early Childhood Education, Birth – 12 (Macquarie)
Alice Henry – Mathematics Teacher 2013 – 2018, 2020
– Class Teacher, Primary 2003-2009; 2012 BEd Early Childhood (Macquarie), Grad Dip SpecEd (Macquarie), Cert TfU (Harvard), COGE
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BA (Witwatersrand South Africa), DipEd (UNISA), BSpEd (RAU South Africa), Cert TfU (Harvard)
Lauren Butler – Class Teacher, Primary 2015 BA (USYD), MATeachingPrim (USYD)
Gold – School Counsellor 2016
Julie Duncan – SLC Teacher 2021
BA (USYD), Grad Dip Counselling (ACAP), Cert Child & Adolescent Psychotherapy (ICAPP)
Daniel Burley – Assistant Head of Music 2008 BMusEd (Hons) (Newcastle), Cert TfU (Harvard)
Niall Gilhooly – Mathematics Teacher 2018
Pre-school Teacher 2003 BEd Early Childhood Ed (Buenos Aires), Grad Cert Ed – Special and Inclusive Ed Natalie(USYD)
Rebeca Goldberg – Hebrew and Jewish Studies Teacher 2004
Dr Lynn Joffe – Director of Wolanski Family Specialist Learning Centre Educational2003and Developmental Psychologist, BA (Witwatersrand, South Africa), Dip Teaching Dyslexic Students (London, UK), PhD (Aston, UK), Cert Gifted Ed (UNSW), Cert TfU I and II (Harvard), Registered Psychologist Aus, Chartered Psychologist UK
Kimberly Haddix – Class Teacher, Primary 2019 MA Special Education (USA), MEd (USYD)
Rebekah Keong – Visual Arts, Photography & Digital Media Teacher 2019 BA Ed, UNSW Art & Design
DipCS (Children’s Services, TAFE, Sydney), DipTeach Primary (Sydney Institute of Education) Colleen Elkins – Co-ordinator Gifted and Talented Education, Primary 2011 – 2021
BAppEc2014 (Canberra), BComn (Canberra), Grad DipEd Secondary (Canberra)
Levy – Kornmehl
Dr Tamara Kezelman – School Counsellor 2021 BPsyc Honours (UNSW), MA Science (USyd), Phd Clinical Psychology (USyd) Murat Korkut – Mathematics Teacher 2019 InfmSystems (Int.), GDipEd (UNE), MEd (CSU)
SarahFrançaisede
BSc (Hons1) (UNSW), Dip Ed (UNSW)
Lauren Korotkov – HSIE Teacher, Year 7 Co-ordinator 2017 BA (USYD), BEd (USYD)
Denise Goldmann – HSIE Teacher and Service Learning Co-ordinator 2016
Daphna Levin-Kahn – Head of Jewish Studies, High School 2013 BA (Hons) (Bar Ilan), DipEd (Cum Laude) (Bar AlexandraIlan)
Lara Kepitis – Class Teacher, Primary 2018 BEd (Primary) (UTS) COGE (UNSW)
BA Economic and Social History (University of Leicester), Postgrad Cert Ed Secondary History (Anglia Ruskin University), Grad Cert in Gifted Ed Martine(UNSW)Nabarro
BEd (USYD), Cert TfU (Harvard)
Drishti Nanwani – Class Teacher, Primary 2020 BA (USYD), MTeach (Monash)
BEd
Heath Morley – PDHPE and HSIE Teacher, Acting Head of Rabin House 2020 BHealth & Physical Education (ACPE), B Sports Studies (ACPE)
Rachelle Petrini – Life Coach 2020 BEd (UNSW) – BA and BSW (Monash University)
Diana(UNSW)
Lisa Starkey – Design and Technology Teacher, HSIE Teacher, Co-ordinator of High School Sustainability Programs 2000-2008; 2012
Justine Robertson – Kornmehl Pre-school Teacher 2007 BTeach Early Chilhood Education (Macquarie)
BEd (WACAE), DipTeach (WACAE), Cert TfU (Harvard)
Julia(UNSW)Tritsch – Class Teacher, Primary 2010
Laura Meltzer – Kornmehl Pre-school Teacher 2008
Daniel Samowitz – Informal Jewish Life Educator and Service Learning Co-ordinator 2016 Dip Welfare and Community Service
Stacey Rosenfeld – Class Teacher, Primary and PA to the Head of Jewish Life 2001-2012; 2014 BSc (Microbiology/Immunology) (UNSW), MTeaching (USYD), Cert TfU (Harvard), Cert Gifted Ed
Rolene Silver – Class Teacher, Primary 2009 H DipEd (Johannesburg CE), Rem Ed (Rand Afrikaans University), Cert TfU (Harvard)
Claudia Sceats – Class Teacher, Primary 2020
Annabell Turall, Class Teacher, Primary 2020
Jennifer Selinger – Head of Science 2010 BSc (Hons) UNSW, DipEd (Macquarie)
Laura(UTS)Scahill – PDHPE Teacher – Primary and High School 2021 BA Dance & PDHPE (The Australian College of Physical Education)
Roisin McGrath – Mathematics Teacher 2019 BSc BEd PE and Mathematics Education (University of Limerick)
Craig Moss – Gifted and Talented Co-ordinator, 7-12 2020
Springford – Head of Music 2013
BEd Prim Jennifer(Auckland)Udovich – Hebrew Teacher, Primary 2011
Eamon Lukins – Class Teacher, Primary MTeach2019 (Primary) (Wollongong), BAppSci (Environmental Health) Michelle(UWA)Lyons-Zwarenstein – Head of Mathematics 2006
BA HDip Education (University of Witwatersrand, South Africa), BEd (University of Witwatersrand, South Africa), Cert TFU (Harvard), Cert Psychology and Counselling (Careers ChristopherCollective)Maker – Co-ordinator of Computing Studies 7-12 2019
Remington Owen – Music Teacher 2019
BArts (Hons) (Liverpool University), PGCE (Swansea University), Grad Cert (Careers) (RMIT), Grad Dip (Careers) (RMIT), PCDAA, PCAA
Mateusz Rabenda – PDHPE Teacher 2020 MA PhysEd (Phys Ed Academy – Poznan)
BA2020Hons (Chichester), PGCertEdt ICT (Southampton), MA ELearning (UTS), Med (Teacher Librarianship) (CSU)
Eytan Messiah – Head of Visual Arts K-12, Co-ordinator of High School Innovation 2016 BVisual Arts (USYD), MTeaching (USYD)
Katie Narunsky – Primary Support Mathematics Teacher 1995-2002, 2008, 2011 BA (Macquarie), DipEd (USYD), Cert TfU Cara(Harvard)Norman – Science Teacher
Leisha Strub – Class Teacher, Primary 2017
Carrie-Anne Thomas – Innovation Leader, Primary 2017
BMus, Music Education, Honours (USYD)
Kim Slender – School Counsellor 2003 – 2021
BCom, Mgt (UWS), MBA (CSU), GDEd (Notre Dame)
BMus (Sydney Con), BA (Hons) (Macquarie), Grad Dip Ed (UNE)
Bed Primary and Middle Schooling (USQ), Grad Cert Religious Education (ACU)
Gabrielle Wynhausen – Class Teacher, Primary 2017
BEc (USYD) MEd (CSU)
Sarit Spira – Music Teacher P-8 2019
Elena Rosin – Jewish Studies and HSIE Teacher 1999 BA (University of California, Berkeley), DipEd (HebrewU), MA (HebrewU), MA (San Francisco State University), MA (Brandeis University), Cert TfU (Harvard)
BA (USYD), DipEd (USYD), MEd (UNSW), Cert TfU (Harvard), COGE (UNSW)
DipEd Policing (CSU); BEd (CSU), Grad Cert. ReEd (ACU), BA Creative Arts (Wesley Inst.)
Ariel Schonberger – Strength & Conditioning Coach 2021 Level 1, Strength & Conditioning (ASCA, ACPE)
Emma Lord – Head of Software Engineering and Digital Technologies
Roslynn Pardy – Class Teacher, Primary and 3-6 Co-ordinator 2015 BAH (Queens), BEd (Queens), BAPsyc (Queens), Cert TfU (Harvard)
Tali Silberstein – Wolanski Family Specialist Learning Centre Teacher 2007
Joseph Peacock – Science and Technology Teacher 2014 BSc (JCU Townsville), BA (UNSW), BEd (UNSW), Grad Cert. Gifted/Special Needs Ed (Canada), M.L. (UNE)
Stuart Taylor – PDHPE Teacher 2004
BA (Hons) Psych (UNISA), Grad Dip Counselling (ACAP), MA Systematic Family Therapy
Kim Woolf – English Teacher 2013
BA Psychology/Music (USYD) MTeach, Secondary Music with Excellence (UNSW)
Dip Early Childhood and Prim Ed (Israel), Cert TfU (Harvard), Gerrick Cert (UNSW)
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Karen McAndrew – Teacher Librarian 2014 – 2021 BEd (Art) (City Art Institute, Sydney), TESOL (Sydney Tech College), MArtEd (UNSW, COFA), MEd (Teacher Librarianship) (CSU)
Higher Dip Ed – Early Childhood (Barclay House Cape Town), BA (Uni of Cape Town)
BAppSc (Speech Pathology) (USYD), MPH (UNSW), Cert TfU (Harvard)
– Hebrew Teacher, Primary 2019 Bachelor of Arts (BA) Higher Diploma in Education (HDE) (UCT)
BA (USYD), Dip Ed (ACU), Cert TESOL (UNSW)
BSc2019(Chemistry) (Hons) (Bath University), PGCertEd (Canterbury Christ Church University)
Renee Schneider – Kornmehl Pre-school Teacher 2001 DipTeach Early Childhood (Sydney College Advanced Ed, Institute of Early Childhood Studies)
Miranda Minton – Science Teacher 2010 BSc BEd (UNSW)
Brooke Oldfield – Drama Teacher, Primary 2010
Claire Pech – Careers Advisor 2013
BA (Hons) (University of the West of England), MEd (Learning and Leadership) (UTS), COGE
Aaron Morris – English Teacher 2020 BA (Hons) (University of Northampton), MA (University of Leeds), PGCE – English (University of Newcastle-upon-Tyne)
Jessica Shanahan – English Teacher 2019 BLAS (USYD) MTeach (USYD)
Julie Bowman – Kornmehl Pre-school Assistant 2006 BEd (Rusden State College Victoria), Cert 3 Children’s Services (Selma)
Sharon Philippsohn – Capital Appeal Co-Director (Operations and Donor Relations) 2020-2021
Trehy – Library Assistant 2021 MA (Hons) (University College Dublin, Ireland); BA (Hons) (University College Dublin, Ireland), Dip Library & Info Services Joanne(TAFE)Woods – Kornmehl
SUPPORT STAFF
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OkkyBFA
BIT (UTS), Grad Cert Sports Management (UTS) Hope Qiu – Assistant to the Business Manager 2010 BCom (UWS), CPA, Grad Cert IT (UTS)
Colin Newport – Maintenance General Hand Chanine2018Odes – Teachers’ Aide, Primary 2021
Joanne Sank – Kornmehl Pre-school Assistant 2016 Cert 3 Children’s Services (OTEN)
Seána(TAFE)
Regina Fahey – Accountant 2007 Assoc Dip Business Studies (Accounting) (USYD)
Erin Archer – Sport Administrator 2020 Cert IV Fitness (TAFE), Level 2 Netball Coaching (Netball Aust), Cert IV Business (TAFE), Cert III Employment and Training (TAFE)
Belinda Levin – Marketing and Communications Assistant 2018 BA Comms/Psyc (UNISA), Post Grad Dip Advertising (AAA School of Advertising, South Africa)
Lisa Dobrin – Wolanski Family Specialist Learning Centre Administration Assistant 2004 Dip Bus Mikhael(UTS)El Khoury – Application Support Analyst 2019 BBus, BSci IT (UTS)
BA (University of Witwatersrand), Cert III Education Support (TAFE) GradDip Counselling (ACAP) Jenni Senator – Kornmehl Pre-school Administrator, Primary Library Assistant BA2019Design
Lisa Nahum – Wolanski Family Specialist Learning Centre Administration Assistant 2010 BSoc Sci (UCT, South Africa)
Surjawan – Accounts Payable 2002 Cert. Accounting (TAFE); Cert. Secretary
Claudia Rodaro – Kornmehl Pre-school Assistant 2010 Dip Children’s Services (Selma IE)
Claudia Bloom – Design and Technology Department Assistant 2019 BCommun, BEcon (UNISA), AdvDip.PR (PRISA), AdvDipIntDes (Billy Blue)
Bachelor of Architectural Studies (UWA); Master of Education (HKU – University of Hong Kong)
Pre-school Assistant 2007 Cert III Children’s Services (Selma IE)
Kira(USYD)Friedman
Janita Begic – School Nurse 2021 BNursing (UW.Syd), Grad Cert Mental Health (NSW Health)
Melissa Geer – Human Resources Manager 2019 BA Simon(UNSW)Hamilton – Maintenance Team Supervisor 2011
Genevieve Radnan – School Nurse 2013 BNursing (ACU), Registered Nurse, BA Int. Aid and Development / Sustainable Development Bernard(Murdoch)
Andrew Delany – Property and Security Manager 2008
Gail MacKenzie – Enrolments Manager 2015 BA Ben(UCT)Marshall
Ivan Salavyov – ICT Systems Administrator 2011 Dip Computer Systems and Network Admin, Microsoft Certified Professional and Desktop Technician
Rochelle Hunter – Science Laboratory Manager/Technician 2016 Pathology Technicians Certificate (TAFE)
Isabelle Anne – Capital Appeal Administrator and HR and Teaching & Learning Administrator 2016 – 2018, 2020 MBA International Business (University of Maryland), Bachelor of Communications and Psychology (University of Miami)
Charlie McAskill – Library Administration Assistant 2012
Lisa Connors – EA to the Head of Primary 2021 Adv Dip Marketing (APM)
– Digital Media and Community Engagement Assistant 2019 – 2021
Glenda Furman – Receptionist and Administration Assistant 2019
Katya Sacks – Teaching Assistant, Primary 2012 BA (UNSW), DipEd Primary (USYD)
Pre-school Assistant 2019 Cert III Children’s Services (NSW TAFE) Edward Smith – ICT Support Technician 2019
Deborah Beder – Personal Assistant 2011 – 2021 BA, H DipEd (University of Witwatersrand)
Sheryl Lee –Teacher Assistant 2019 Dip. Counselling (ACAP)
Dip Library and Information Services
Joanne De Araujo – PA to Head of Music 2010 BA Hons (Kent UK)
Cert 3 Children’s Services (OTEN)
Nicolle Rubin – Primary Assistant 2015 DipBusAdmin (MBC)
(UTS)
Chrystal Rimmer – Art Technician 2019 BFA (National Art School) MFA (National Art School)
Melinda Seeto – PA to the Deputy Principal 2018 Renee Segal – Teaching Assistant, Primary 2000 Bed(CT), Montessori Ed, Dip SpecialEd (US) Lisa Seligsohn – Wolanski Family Specialist Learning Centre Teaching Assistant 2013
Esti Lipson – School Assistant 1999
Della Shandler – EA to the Director of Finance and Operations 2021 BBus Amanda(UTS) Shrock – Kornmehl
Maria Moses – Receptionist 2014
Michelle Favero – Marketing and Communications Manager and Capital Appeal Co-Director (Marketing and Events) 2012 BA (Witwatersrand, South Africa), Cert Direct Marketing (South Africa), Dip Management
Shelley Ezekiel – Assistant to Directors of Studies 2010 BSc DipEd (UNSW)
Sharon Fairfax – Gymnastics Co-ordinator and PDHPE Teacher Aide 2000
Betty Mitreska – Payroll Officer 2020 Cert III Fin Services (TAFE)
Sonia Newell – Development Officer, Alumni & Community Relations 2007 BSc (UNSW), Grad Dip Physio (USYD), MBiomedE (UNSW), MMgt (UTS)
Reilly – Finance Officer – Accounts Payable 2020 Cert IV in Accounting and Bookkeeping (Monarch Institute)
Herb Rice – Information Systems Manager 2017 MCom (UNSW), BA (UNSW)
Peter Cummins – Maintenance 2003
Nathanael Clarke – ICT Assistant 2010 BCST (USYD)
BA Media/Comms, Marketing, English (USYD)
– Audio Visual Technician 2017 BMus Heather(UWS)Marshall – Kornmehl Pre-school Assistant 2013
Sharon Paton – Executive Assistant to the Principal 2020 Dip Business Administration
Sarah Bishop Lindi
DaphnaReneeDeborahBlochCantorMichelleFaveroRebeccaGaidaLevensonLevin-KahnJemmaLopisCharlieMcaskillHopeQiuClaudiaRodaroKatyaSacks STAFF MILESTONES 5 + YEARS Isabelle Anne Meghan Carroll Hilary De Joux Maximilian Friend Belinda Gold Denise Goldmann Miriam (Miri) Heitner Lauren GabrielleCarrie-AnneBenjamenKorotkovMarshallRoslynnPardyHerbRiceDanielSamowitzJoanneSankLisaSeligsohnLeishaStrubThomasWynhausen
15 + YEARS
Each year we acknowledge staff who have reached certain significant milestones in their careers. In 2021, a total of 47 staff received an award for their ongoing service to the School, ranging from five to 28 years. With gratitude to the following teaching and administrative staff whose commitment, enthusiasm and dedication are so appreciated.
Sharon Fairfax Katie Narunsky Okky Surjawan
Garry Case Lara Ephron Tanya Jeckeln Erika Ktalav
20 + YEARS
Hagit JustineMichelleReginaDavidBar-OnCampNicoleEsraFaheyLyons-ZwarensteinAdamMajsaySoniaNewellRobertsonTaliaSilbersteinReneeSegal 10 + YEARS
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Terry Aizen
25 + YEARS
• QA 7 – Governance and leadership.
• QA 2 – Children’s health and safety
• QA 3 – Physical environment
• QA 6 – Collaborative partnerships with families and communities
We received a rating of Meeting in two of the 15 standards (QA 2 and QA7). The remaining 13 standards were rated Exceeding (QA 1,3,4,5 and 6). Thus, our overall rating was EXCEEDING, which means the Pre-school has gone beyond the requirements of the National Quality Standard in five of the seven quality areas, with at least two of these being quality areas 1, 5, 6, or 7. We are thrilled with this result and feel that this process has validated the high quality of care we offer –something we are very proud of as well as being well known for in the community.
The assessment and rating process allows services the chance to show how well they compare to the benchmarks set by the National Quality Standard (NQS). Services are assessed against the seven Quality Areas of the NQS. Each of these Quality Areas has 15 Standards and 41 Elements that need to be addressed and met. The purpose of the assessment and rating process is to determine whether and at what rating level services meet the NQS and the requirements of the National Regulations (section 133(1) of the National Law). A key focus of the National Quality Framework is to promote continuous quality improvement.
• QA 4 – Staffing arrangements
The seven Quality Areas covered by the NQS are:
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EMANUEL SCHOOL
• QA 1 – Educational program and practice
• QA 5 – Relationships with children
Finally, after a very long five and a half year wait, our accreditation visit occurred in Term 2. This is a gruelling two-day process of inspection from the Department of Education. The Assessor observed the practice of educators across all three groups, examined our programs, planning cycle, observations of children and relationships with children, families, and the community. She looked at our staffing, physical environment, health and safety, policies and compliance. She examined and sighted evidence written in our Quality Improvement Plan (QIP). The QIP must include an assessment of the programs and practices at the service against the National Quality Standard and National Regulations, identify areas for improvement and include a statement about the service’s philosophy.
An overall rating of Meeting NQS means that you are meeting the standards in all seven quality areas. The NQS sets a high benchmark, a rating of 'Meeting’ is a great achievement.
We began by talking to the children about the Arava region and showing them on a map where the Arava is in Israel. We showed the children photographs of Kornmehl educators visiting the Arava on their JNF Educators study tour in 2018 and 2019, where 10 Kornmehl educators were lucky enough to attend this program. This partnership was a connection we were searching for to deepen our bond with Israel, to extend our knowledge and association on a deeper level, and to educate and connect our young Pre-schoolers with Israel in a meaningful and authentic way.
Archie: Families are people that are adults that love you. I love my family.
Ollie: Sometimes there are two dads and sometimes zero dads.
Arlo: A family is a whole group of special people.
Mili: Some families don’t have any dads.
Ava: Mishpachah ...that’s Hebrew.
The Pre-school was invited in Term 1, to be the first Jewish Pre-school in Sydney to partner with Gan Rimon in Ein Yahav, in the Arava in the South of Israel.
The Global School Twinning Network is a collaboration between Jewish Agency’s Partnership2Gether platform, Israel’s Ministries of Education and Diaspora Affairs and Jewish communities around the world. Since its inception in 2012, The Global School Twinning Network has been successfully connecting thousands of students in Israel and around the world, creating direct and authentic relationships between them.
Noa: Families love you a lot and ask you to do things. Families are special.
Hugo: Families stay together at night.
The Starfish and Dolphins made drawings to share with the children from Gan Rimon. The children drew themselves, shared their name, age and what their favourite activity is with their new friends. We were very excited to begin this association and to get to know each other better. We received a similar drawing of each child in Israel to introduce to the Kornmehl Inchildren.Term2,
Finn: People and families aren’t the same because they don’t have the same surname.
Are families the same?
Josh: Some people are white; some people are black, and some come from different countries.
Sam: A family is a lot of people living in the same house and they look after children.
Georgia: Having babies (makes a good family).
Josh: And Mums can only born babies. Dads give the eggs to the Mums.
Penny: Some children have two mummies and two daddies.
Arlo: Some families are separated, and some are not.
Families
Adrienne: I love my mum. My mum is sparkly, and she is pretty.
Bronte: My mummy’s friend has a kid and two mums.
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Alice: Every type of family is different. People’s names of families are different.
Aviv: A family is love. You have to hug and kiss together.
Daisy: It’s about love, and care and we have to make sure we don’t shout at our mummies and daddies.
Our first connection came when we received a very generous package from the Arava, which contained an Arava bucket hat and T-shirt for each child and a beautiful pack of recycled materials for the children to each make their own Rashanim for Purim. We set up a learning area in the classroom, connecting us visually to Israel and the Arava.
we sent a package to our buddies in Gan Rimon. It took seven long weeks to arrive. The children were very excited to open the package and explore its contents. The package contained an Australian flag, a boomerang, a small koala and kangaroo fluffy toy and a little keyring koala for each child. The children explored the objects and set up an Australian learning corner in their classroom. Gan Rimon came back to us with an interactive digital game: each time we clicked on a picture; a question was posed in Hebrew. Luckily, they sent us a cheat sheet of the questions in English too! We explored the questions together and shared our answers theresponsesandwithArava.Wealso
Finn: Some families don’t have mums either. Because there are not enough mums and dads in the world.
Neveau: Sometimes in families there are no kids.
Finn: When a girl’s dad doesn’t live in the same house as them, I think they are unmarried.
Finn: Love everyone and yourself.
Arlo: Be proud of yourself and your family.
Arava/Australia Partnership
How did the Gadigal People take care of the Oliver:land?They only killed what they needed to eat and not all the animals.
Bronte: Take care of the animals.
Neveau: They used all of the animal, like the bones for spears.
Levy: I didn’t know Australian people could go to the moon.
Space
Uriel: There is gravity in space, and everyone floats.
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Aboriginal learning
Sam: Uluru is a big rock, and it is red, and it has cracks in it. I don’t know why it has cracks.
Looking closely at the Aboriginal flag: Dean: The flag looks like the planet of earth.
Through this project, we aim to connect on a deeper level with our wider Jewish community, particularly in Israel. This partnership will provide many opportunities for collaboration, networking, sharing of ideas and cultures between our two countries.
How can we care for country?
Finn: Care for the bees.
Uriel: I love planets because we live on them.
Uriel: There are planets in space, lots of different planets, and fire in space.
Ella: This flag is for Australia.
Levy: I know a lot about the moon robot, it travels on the moon.
compiled a video where we asked our own questions and showed our friends in Israel different spaces and learning areas in our Pre-school. Educators have also engaged in network meetings with Gan Rimon and other educators from schools in Melbourne, who are also in the Twinning program.
Arlo: Care for the country.
Uriel: I know how to make ochre. I made it at home with Giddy in the holidays. We crushed the rock and then mixed it with water.
Zach: Don’t hit trees.
Uriel: Fire sends a rocket into space.
When we engage with Aboriginal and Torres Strait Islander histories, cultures, contributions, and perspectives we are acknowledging the value of our First Nations people. A lot of our explorations are done through traditional and contemporary arts-based pedagogy and teaching practices.
Maya: Astronauts count backwards –10,9,8,7,6,5,4,3,2,1 – blast-off.
Levy: The moon is really big, bigger than a crater.
Indigenous culture
Levy: A moon rover was made in 1982 and finished in 1985. They planted an American flag on the moon.
Evan: Respect the government.
We celebrated NAIDOC Week in the Pre-school. Maggie-Jean Douglas – a Gubbi Gubbi 21-year-old artist from Southeast Queensland – was the winner of the prestigious National NAIDOC poster competition for 2021, Care for Country. Her artwork was chosen from 260 entries in the national competition.
Evan: They don’t hurt the trees and they are nice to everything that lives.
We are constantly striving to learn more and further our knowledge and understanding of Aboriginal ways of knowing and being. For example, having the Aboriginal flag visible, through puzzles, artwork, music, Bush School and playing outdoors with ochre and rock crushing.
James: Bush medicine makes Aboriginal people feel better. It was here a long, long time ago and the normal medicine only comes now.
The artist shared how country has cared for and healed First Nations people, spiritually, physically, emotionally, socially, and culturally. The artwork includes communities, people, animals, and bush medicines spread over different landscapes of red dirt, green grass, bush land, and coastal areas to tell the story of the many ways country can and has healed us throughout our lives and journeys.
Having conversations about aspects of the artists’ lives and ensuring children have meaningful and contextually diverse examples of the arts being valued by teachers, educators and peers, are all vitally important ways in which educators can begin to engage with arts-based practices.
At Kornmehl, Indigenous culture is embedded into our program and is a strong part of our philosophy. In the Pre-school we place emphasis on integrating and connecting the children to Aboriginal culture. We include aspects of culture, language, and song into our daily practice as well as through dreamtime stories, Acknowledgment of Country and art.
The children have explored Aboriginal storytelling using symbols. We discuss ways in which Indigenous culture values storytelling. We use symbols to represent their ideas in their drawings and paintings. The symbols serve as a provocation for the children to paint their own symbols to tell a
In Term 2, we were entertained by Neville Williams Boney from Dream On, who conducted an interactive workshop on Aboriginal culture. Neville is an Indigenous performer, who is a proud Wiradjuri man from Wagga Wagga, and a teacher
Hugo: This guy wins. He is so happy. Look at the happy tears coming down his face,
Etta: The Olympics is when you try to win. It’s some kind of special occasion and you try to win the gold medal.
Mili: I have been watching the swimming where the girls had their feet not in the water. It looks like they are dancing.
explored the song True Blue Wonders to deepen our connections. The song celebrates the beautiful country of Australia and features the awesome sounds of the didgeridoo (played by Norm Stanley) imitating Australian animals. The names of the Australian animals are sung in Indigenous Language.
Another way we connect to Aboriginal communities is through our annual Care Pack project. We work with Gunawirra – a not for profit organisation in Redfern to support their Aboriginal Pre-schools in remote and regional areas of NSW, by providing basic health and hygiene products in a useable backpack. This year we collected 830 Care Packs from 21 schools and one corporate business. This is an incredible effort, and I am extremely grateful to everyone for their support of
Zach: We wear green and gold because they are like the grass and the sun.
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We took a closer look at MaggieJean’s artwork. The children noticed the different shapes and symbols within the artwork, and we discussed the meaning of the symbols. We used this artwork to inspire and deepen our learning, using loose parts, drawing, painting and storytelling.
We also deeply value the connection Aboriginal people have with the land. When we visit Bush School, we view this as an ideal opportunity to connect the children to the land and to show our respect for it, by starting each visit with an Acknowledgement of Country. During one of our visits, we observed a special moment where Noa placed her hands onto the earth and rubbed them around in circles, then looked at the dirt on her hands and said, “Try it, it feels beautiful”. Our connection with the earth is not only grounding but makes us aware of the children’s natural awareness and link to who we are and how connected we are with the earth.
Thestory.Dolphins
The Olympic Games
Alice: I don’t only go for Australia; I go for Australia and Israel.
The children learnt that ‘True Blue’ is a term to describe something or someone Australian and that ‘Down Under’ means Australia. True Blue Wonders includes four words in Indigenous Language, baru (crocodile), yonga (kangaroo), ngurran (dingo) and koo-wark (kookaburra). They drew some of the animals in the song, using Aboriginal art as inspiration.
Daisy: You must practise and there are different countries to do the Olympics.
Alice: I know you don’t give us actual wine on Shabbat. We’ll get drunk if you give us wine!
Leah: We must not hit or punch. We must be kind to each other. We must respect and love our family and friends.
Arlo: I drew Moses and his stick and everyone going through the Red Sea. The slaves feel red and blue. It’s hard to explain. Red because they were angry, blue because they were sad.
Parent involvement and COVID
Bronte: Purim is so much fun. We get to scare away Haman because he is a meanie because he told lies. I like Queen Esther. She wears pink and I like pink.
Rafi: When the bees make honey you need to respect the honey when it is done and they give it to us.
Bronte: You should be kind and respectful to your mum and dad. We should be friendly. We should be thankful for our family.
Mili: Because you get to be warm.
In the Pre-school, we were grateful to be able to provide continuity of care in both Term 3 and 4, to our youngest members of our community. Being able to give them a sense of normality, during this difficult time, was rewarding and extremely beneficial for us all.
Dean: The bus is taking us to Israel. It is far, so it will take a long time. There is lots of sand in Israel.
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Arlo: Tradition is the kind of beautiful ceremonies that we do.
Rafi: I love to go to La Perouse and the Island and I can’t go till lockdown is finished.
Claudia: If you don’t get what you want you don’t get upset.
Luke: I felt happy when I was free, so I could play Lego. I felt sad as a slave. My engine is blue.
Jewish life
The year started off with some COVID restrictions still in place and families not being able to come into the Pre-school for drop-off and pick-up. We were able to change this during Term 2, where we invited parents back into the Pre-school in the mornings to drop-off their children. It was lovely to be able to connect on a deeper level with our families again. We also allowed small groups of volunteer parents into the Pre-school to help support our program with baking, cooking for special events and accompanying us to Bush School. Some parents came in to read their child’s favourite story to the Sadly,group.
Term 4, Week 3, we were able to resume many of our activities e.g. Playball, Bush School, Music and Hebrew – face-to-face. This was exciting and much appreciated by us all. The year concluded on a more positive note, with high vaccination rates and lockdown restrictions lifting slowly.
Adam: The bees at Kornmehl don’t sting.
Josh: Eating fast.
James: You only need to go somewhere outside.
Hugo: Bees get pollen from the flowers, and they make honey. They use their legs; they have shopping baskets on their legs.
Alice: They only sting people they’re frightened of.
Sam: I went to shul and I prayed to Hashem.
What’s special about working outdoors?
Adrienne: Hashem is invisible.
Claudia: Hashem spoke to Moses at the top of the mountain, and he got the Torah.
Josh: Saying sorry is easy. Like when you hurt someone, it’s just one simple word.
Sam: A rule is something that is written down.
Abbey: You can’t go where you want to go.
this involvement from parents was short-lived as during the June/July school holidays, Sydney went back into lockdown. This disrupted our return to Pre-school in Term 3, with reduced numbers for the first few weeks. By Week 5, we were nearly back to full capacity, but by Week 8, as COVID cases increased, our numbers dropped again. Term 3 was difficult and a trying time for families and educators – all struggling to balance their commitments and at the same time keep themselves and their families safe. Lockdown continued into the September/ October school holidays and again into Term 4. We did see almost full attendance on our return to Pre-school after the holidays.During
Arlo: Not getting COVID and that I can get inspired by the trees.
Daisy: We had to stay at home. Lockdown.
Noa: If you go inside you have to wear a mask just in case you get the germs.
Bronte: I get to make my painting dry so quickly.
Finn: This is a good story. This is the Egypt one, the story of Moses.
COVID
Educator: What do you know about Yom Kippur?
Ollie: What’s fasting?
Arlo: It’s to remember people who passed out or died.
Jesse: Someone may have Coronavirus and you may get it.
Finn: Bees come from the hive and look for flowers to get nectar and make honey. They have evil ones that sting you.
Ollie: You need to blow the shofar, so it wakes up everyone.
Etta: Jewish people walked into Israel from King Pharoah.
Oliver: God, he is an invisible person!
Etta: All the bees make honey and they get pollen and make my dad sneeze and cough. He is allergic to pollen.
Uriel: We light the candle with fire and then we say a Bracha.
working with the marketing team. We value their support and efforts to include the Pre-school in all their projects. This is very much appreciated in particular this year throughout the Capital Appeal projects. It has been a pleasure working with you all.
Bronte: When the planet spins around, the sun just goes down on Earth and faces other countries like Israel, Australia, Greenland.
The sun
A big thank you to Susan Sweller, our resident botanist and expert on fauna and flora. Susan, a past Kornmehl Grandparent and now Emanuel School Grandparent, has accompanied us as a volunteer on all our Bush School excursions for the past six years. We are extremely grateful and thankful to have her join us on these visits.
Our IT staff are so knowledgeable and competent. Thank you so much for always being there to support us, for your patience and the way in which you help us resolve any IT issues so capably and seamlessly.
This year we are farewelling our largest cohort of children moving onto Year K – 39 children in total. We have loved teaching you all for the past 2-3 years. We wish you much success and happiness with your educational journey.
I would like to thank the maintenance department for their support throughout the year. Nothing is ever too much trouble and the expertise of members of the maintenance team is very much valued and Itappreciated.isalwaysrewarding
Josh: Each day the sun gets less hotter but you can’t really feel it. It’s like the air’s hot and the sun’s cold and it melts the air.
Once again, I have the utmost admiration and thanks for our Principal, Andrew Watt. He has supported the School and Pre-school through some very difficult challenges this year. His warm, friendly, positive personality means he is always there to offer advice and expertise when lots of big decisions need to be made. He is a great support for me personally and a strong advocate for the Pre-school.
Lastly, thank you to my dedicated and hardworking team of educators. You have all shown incredible resilience and adaptability through another hard year. I value each of you enormously and the collective expertise you all bring to the team is what makes us who we are. I could not do it without you all and thank you for your knowledge, enthusiasm, care and thought you bring to work every single day.
Neveau: When the world turns, the sun gets to a different country.
Terry Aizen, Director, Kornmehl Centre Emanuel Pre-school
Mili: When it gets to Israel, the sun gets hotter.
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Daniel: When the sun goes down, it goes into outer space.
Thank you
Evan: Spring in different countries is different places. Australia is Spring today!
Class Photos Class Photos Class Photos Class Photos Class PhotosClassClass Photos
Front Row (L-R):Maya Samuel, Elise Cromerwong, Emmy Berger, Cooper Weiner, Rafael Silvera, Daisy Salamon, Abigail Gordon
Starfish
Back Row (L-R): Lindi Bloch, Justine Robertson, Terry Aizen
Back Row (L-R): Anita Weingerger, Claudia Rodaro, Marlene Einfeld, Terry Inset:AizenLaura Meltzer, Benjamin Halmagyi
Second Row (L-R): Neveau Mermelshtayn, Leah Heyman, Kaya Fisher, Zach Lawton, Evan Cohen, Daniel Sikar, Alice Berkovic
Seashells
Front Row (L-R): Hugo Marishel, Jordana Friedman, Joshua Goldstein, Dean SecondKershRow (L-R): Luca Telesca, Claudia Epstein, Jack Mackenzie, James Cartwright, Juliette Mendoza-Jones, Lexi Kalinko, Ella Johns, Charlie Joseph
Back Row (L-R): Terry Aizen, Alex Levy, Heather Marshall, Anita Weinberger
PRE-SCHOOLEMANUELCENTREKORNMEHL
Third Row (L-R): Sam Levitt, Xander Kogan, Matteo Freedman, Adrienne Wasserman, Oscar Cohen, Noah Selikowitz
Second Row (L-R): Ziggy Cohen-Peace, Etta Pillemer, Aviv Cohen-Peace, Cleo Friedlander, Lev Cohen, Ethan Wicks, Heather Marshall, James Haifer
Absent: Arlo Berger, Janice Eliovson
Dolphins
Front Row (L-R): Luke Brown, Jaimee Kalinko, Georgia Fisher, Bronte Hamor, Finn Zurnamer, Penny Gomer, Joshua Phillips
156
Third Row (L-R): Oliver Frank, Liana Lazarus, Adam Gavshon, Abby Arnott, Elisa Lavecky, Mili Lusthaus
Inset: Renee Schneider
Third Row (L-R): Jesse Borovik, Archie Foster-Smaller, Jace Meguideche, Noa Lewis, Arabella Siale, Ava Greenberg, Uriel Stein
Second Row (L-R): Ariel Greenberg, Koben Benko, Samuel Veltman, Oliver Mendoza-Jones, Daphna Ben-Gida, Emily Viterbo, Zola Foster-Smaller, Phoebe Glikin, Sylvie Freedberg, Eitan Melman, Louis Berg, Lior Kaunitz, Oliver Alkabets
Back Row (L-R): Jake Nathan, Finnian Carr, Ethan Kotkin, Levi Wasserman, Cian Healy, Toby Allen, Sam McKenzie, Aaron Levin, Angus Clark, Hugo Scaife, Julian Marshall, Liam Hochroth, Arron She
Kindergarten
Teachers: Leisha Strub, Katya Sacks, Annabelle Turrall, Talia Hynek
KYEAR
Front Row (L-R): Abigail Marcus, Zara Selikowitz, Kirra Olian, Kayla Weiss, Amelia Epstein, Allegra Hockley, Micaela Kersh, Alona Schwartz, Arielle Shalem, Lola Israelstam, Elke Berger, Sienna Schneider, Nava Frankham, Ella Marcus
Absent: Miles Borovik
157
Tel Aviv
Beersheva
Teacher: Hayley Chester
Back Row (L-R): Bowie Berger, Guy Oken, Joshua Kaplan, Zachary Drutman, Sebastian Telesca, Leo Schlesinger, Jacob Marmot
Teacher: Rolene Silver
Absent: Bianca Ross
Front Row (L-R): Katya Sandy, Stevie Zurnamer, Emy Kalinko, Alice Friedlander, Sapphira Davis, Abigail Romain, Sierra Miller, Eve Wicks
Second Row (L-R): Jasper McGee, Eliana Robuck, Jade Fisher, Emily Greenfield, Juliette Gavshon, Goldie Israelstam, Leo Marishel
Second Row (L-R): Jared Stein, Alessia Frankham, Avital Levy, Talia Cromerwong, Paz Lywood, Eva Berger, Arielle Kaplan, Jacob Besser
Front Row (L-R): Samara Kahn, Halle Lambert, Maya Levitt, Ariella Weinberger, Belinda Czeiger, Lola Wine, Hannah Pellow, Nina Johns, Sophie Lawson
back Row (L-R): Jack Salamon, Tom Shilbury, Levi Abitz, Jonah Symonds, Kobe Freedman, Levi Eisenberg
1YEAR158
Second Row (L-R): Shalev Saffron, Jason Likht, Marley Pezaro, Jacob Raiz, Samuel Joshua, Joshua Kawalsky, Joshua Jacobson, Vitaly Miron
Back Row (L-R): Abbie Schnapp, Jude Satusky, Aviv Smily, Reef Sharabani Kat, Luca Schwartz, Flynn Selinger, Zoe Greenfield
Back Row (L-R): Alicia Butt, Raphael Itzkowic, Kai Sharabani Kat, Ravi Keller, Coby Meguideche, Jesse Churnin, Amelie Ben-Naim
Teacher: Nicole Esra
159
Teacher: Carrie-Anne Thomas
2YEAR
Front Row (L-R): Georgia Ginges, Ariella Mervis, Jessica Gellert, Leila Siale, Zella Benko, Mika Churnin, Nicole Goldstein, Clementine Gomer
Absent: Nika Brookman, Jonathan Leach
Absent: Dalia Lopis
Yerushalayim
Front Row (L-R): Rani Joseph Steward, Jemima Shraibman, Ellie Becker, Samantha Ipp, Ella Cohen, Alessandra Healy, Hannah Green, Isabella Laurence
Second Row (L-R): Leo Phillips, David Melman, Jack Samuel, Isaac Greenberg, Griffin Chimes, Jake Chesler, Jonah Vitek
Tzfat
Front Row (L-R): Miri Kuper, Sienna Carnegie, Alfie Berger, Ella Millner, Emma Kaplan, Lara Goldberg, Iliana Lavecky, Ruby Isenberg, Rafaella Abraham
Front Row (L-R): Ruby Hersh, Poppy Berkovic, Naomi Mirvis, Tali Strous, Charlize Melnikoff, Amelia Levin, Layla Kahn, Matilda Foltyn
Back Row (L-R): Toby Stein, Nathan Shammay, Taal Ismin, Noam Greenberg, Dylan Pal, Jacob Weinstein, Simon Smagarinsky
3YEAR160
Absent: Amica Sennett, Jordan Hill
Akko
Second Row (L-R): Eli Levin, Judah Olian, Eden Marczak, Claudia Kaplan, Balmain Walker, Juliet Salek, Byron Israelstam, Tomer Codorean
Teacher: Julia Tritsch
Second Row (L-R): Zen Roffe-Nassi, Joshua Marishel, Chloe Fisher, Courtney Kadish, Maddison Green, Stella Chimes, Levi Brody, Nathan Prosser
Teacher: Drishti Nanwani
Absent: Micah Pozniak
Kesariya
Back Row (L-R): Dan Garfinkel, Samuel Hart, Jacob Clark, Ryan Miller, Leo Fisher, Joa Israelstam, Harry Wine
Front Row (L-R): Aaron Eisenberg, Asher Levin, Zoe Laurence, Tabitha Masnick, Yipu Li, Claudia Hochroth, Gem Roffe-Nassi, Asher Arnott
Back Row (L-R): Dan Kalinko, Aaron Weinberger, Tal Wajsman, Orlando Van Der Starre, Noah McGee, Joshua Ipp, Benjamin Pellow
Second Row (L-R): Judd Karro, Liam Gross, Sydney Owen, Sophia Kirievskaya, Ciel Sharabani Kat, Reina Steiner Carrion, Ariel Efrat, Joel Hersh
Absent: Eve Revelman, Jessica Lopis
Back Row (L-R): Talia Gellert, Oscar Glikin, Ethan Czeiger, Nadav Pollak, Gideon Cohen, Jake Shilbury, Idan Shalem, Veronica Aronov
Teacher: Claudia Sceats
4YEAR
Second Row (L-R): Nava Weiss, Yonatan Efrat, Ethan Likht, Daniel Joffe, Cooper Rosen, Elyad Rapke, Nathan Joshua, Zoe Lyons
T’veria
Teacher: Lauren Butler
Modi’in
Front Row (L-R): Liam Frankham, Lily Smaller, Amelia Samuel, Shayna Abitz, Manuela Pittorino, Jemima Hockley, Amelie Lipman, India Pezaro, Zachary Churnin
161
Teacher: Gabrielle Wynhausen
Second Row (L-R): Ricky Kerlander, Jonah Bloom, Cameron Barel, Arlo Broughton-Oshlack, Nathaniel Weinberger, Julian Fisher, Matthew Simon, Jacob Yakubson
Degania
Back Row (L-R): Dean Wolf, Jonathan Shmuel, Mikah Abraham, Zara Keller, Allana Litvak, Mia Goodridge, Joshua Greengarten, Jack Harrison
Front Row (L-R): Mia Berkovic, Mahli Olian, Hana Hurwitz, Samantha Lyons, Grace Lyons, Phoenix Gien, Mirabella Marshall, Maia Sharabi, Yasmine Fisher
5YEAR162
Netanya
Second Row (L-R): Zach Brown, Joel Ginges, Ally Rockman, Daniel Millner, Cooper Adler, Olivia Byrne, Jasper Shraibman, Jakob Pager
Teacher: Tanya Jeckeln
Front Row (L-R): Ashley Unger, Noa Goodstone, Tia Camiller, Elah Sharabi, Annaleise Rodney, Jessica Dworkin, Netali Jadouin, Mia Chesler, Saskia Esra
Back Row (L-R): Noah Kessell, Leah Sebel, Sienna Kantor, Chloe Opit, Noaa Smily, Rose Greenberg, Ariel Nurick, Cy Sherman
Back Row (L-R): Jake Rosenfeld, Zachary Salamon, Kayla Strous, Eve Knopman, Theodore Salek, Ethan Ickowicz
Second Row (L-R): Eva Meer, Peri Banki, Rafael Kuper, Alicia Randall, Jake Vitek, Camilla Levine
Yavneh
Hertzliya
Back Row (L-R): Noah Revelman, Daniel Judin, Isaac Shammay, Cyrus Waldner, Samuel Carpenter, Micah Esra, Marco Meer, Gil Banna
Front Row (L-R): William Yu, Leah Zipser, Lara Isenberg, Ethan Winter, Lexi Butt, Tamar Granot, Alexander Yu
6YEARAND5YEAR
163
Absent: Toby Struggles
Teacher: Lara Kepitis
Teacher: Roslynn Pardy
Front Row (L-R): Amali Allul Orozco, Chloe Ginzberg, Bella Swil, Sanne Nathan, Noa Saffron, Leah Joshua, Sofia Berkovic, Hannah Fekete, Remi Moses
Front Row (L-R): Elise Goldberg, Julia Manoy, Gemma Jacobson, Lily Foltyn, Jemma Michel, Zarah Gorelik, Summer Schlesinger, Leah Stiassny, Matea Mermelshtayn
Second Row (L-R): Sammi Epstein, Aaron Pal, Jacob Zyl, Talia Pollak, Gabrielle Seemann, Louisa Rodney, Archie Ernster, Rebecca Salamon
Absent: Maxim Demos
Back Row (L-R): Asher Morris, Max Pittorino, Isabella Hirst, Isaac Nurick, Benjamin Utian, Emily Seemann, Pablo Magid, Seth Nachman
Rehovot
Yad Mordechai
Second Row (L-R): Ethan Gross, Zac Fraser, Joshua Greenfield, Lila Friedman, Layla Aronstan, Milla Goldberg, Xavier Wilson, Leon Besser
Front Row (L-R): Leah Mervis, Aviv Farhy, Dana Stiassny, Jordan Arnott, Bronte Orgias, Samara Strugar, Tayah Starkey, Noa Grojnowski, Indigo Joseph Steward
Back Row (L-R): Luis Waldner, Tyson Latter, Eli Jocum, Jonathan Igra, Benjamin Freed, Misha Grynberg, Noah Hatzvi
Teacher: Eamon Lukins
6YEAR164
Teacher: Kimberly Haddix
Front Row (L-R): Olivia Kawalsky, Eva Nabarro, Ella Bortz, Gemma Odes, Madison Narunsky, Josephine Miron Second Row (L-R): Phoebe MacHlin, Oscar Saul, Max Tsipris, Jake Isenberg, Declan Christie, Suzanna Garbuz, Benjamin Espinos, Kira Levin-Kahn, Max Rose, Dylan Vitek, David Miller, Johnny Menczel, Jemma Drutman Third Row (L-R): Sasha Novy, Benjamin Diamond, Oliver Allen, Rafi Vasin, Joseph Becker, Benjamin Vernik, Oscar Salek, Michael Stein, Alexander Gellert, Taj Ottaviano, Shay Camiller, Louis Faktor Fourth Row (L-R): Gabriella Karro, Charli Grynberg, Hannah Rembach, Yael Joffe, Kayla Parks, Amelie Mueller, Tehya Miller, Jessica Hart, Noa Rosenzveig, Madison Starkey, Akeisha Kantor, Toni Sher, Jessi Levin
Fifth Row (L-R): Joshua Bognar, Gabriel Pozniak, Noah Vexler, Joshua Barnett, Daniel Zipser, Jason Odes, Samuel Dworkin, Asher Filipczyk, Robbie Csavas, Leo Masnick, Rory Nathan, Jack Kessell
Teachers: Kobi Bloom, Miri Heitner, Lauren Korotkov, Jacqui Cohen, Daniel Samowitz
7YEAR165
Sixth Row (L-R): Hayley Kanevsky, Jemma Adler, Sophia Eller, Emma Butt, Jamie Nabarro, Elke Selinger, Tali Same, Hannah Greengarten, Avalon Gold, Lara Yakubson, Madison New, Maya Hersch, Alexia Ben-Mayor Back Row (L-R): Jonathan Goldberg, Boaz Simhi, Gideon Owen, Xander Keller, Ari Benchoam, Orlando Gien, Jacob Fidler, Charles Roth, Daniel Jadouin, Jacob Solomon, Houpu Li, Ezra Glover-Sanders
Back Row (L-R): Jonathan Levy, Oliver Novy, David Winter, Jethro Igra, Liam Winter, Jonah Ernster, Jamie Goldman, Jed Gottlieb, Toby Seemann, Jasper Narunsky, Joshua Ottaviano, Dylan Budai, Max Salamon, Zachary Sherman
Front Row (L-R): Jaime Keyser, Jessica Linker, Gabriella Dyce, Lexi Fisher, Ruby Friedman, Gemma Wainstein, Lily Besser, Calliope Owen
Fourth Row (L-R): Dean Stein, Samuel Owen, Ziggy Broughton-Oshlack, Daniel Allul Orozco, Sam Levi, Zack Gerber, Maxwell Pozniak, Henry Faktor, Jonah Broughton-Oshlack, Liam Danon, Benjamin Fram, Bodhi Friske, Shai Berkovic, Raphael Harpaz, Asher Levenson
Second Row (L-R): Daniel Newfield, Violet Nathanson, Leah Grunseit, Chloe Csavas, Jasmine Melnikoff, Ashley Urbach, Sarah Manoy, Sara Morris, Daliah Smagarinsky, Franki Kurlansky, Gabriella Solomon, Amari Rosen-Tal, Leah Doust, Maya Hakim, Levi Pager
Fifth Row (L-R): Avalon Van Der Starre, Zara Sacks, Ashley Cohn, Gabriella Gegelov, Liberty Waldner, Tasha Adno, Arielle Sharp, Chelsea Opit, Ariel Solomon, Ashleigh Gold, Kaila Nabarro, Sahara Afutu, Mirelle Lazerson, Chloe Biller
8YEAR166
Absent: Georgie Rosen
Third Row (L-R): Jack Fridman, Rohan Britton, Jonah Lemberg, Adam Forman, Aaron Berkowitz, Harry Greenberg, Jayden Segal, Sam Salamon, Ariel Bloom, Jake Joffe, Niek Nathan, Sava Putilin, Hayden Rosen, Jordan Pal, Elias Davis
Teachers: Remington Owen, Denise Goldmann, Aaron Morris, Patricio Alvarado
Absent: Allegra Knoll, Amir Waldner
Teachers: Niall Gilhooly, Roisin McGrath, Erika Ktalav, Rebekah Keong
9YEAR167
Back Row (L-R): Joshua Fraser, Eitan Hamilton, Kian Hamburger, Zack Berkowitz, Reece Carr, Boaz Hadad, Alexander Kirievsky, Leo Latter, Zak Michalson, David Hakim, Jesse Lasarow, Salamon Halmagyi
Fifth Row (L-R): Timothy Simon, Gabriel Lee, Gabriel Stiassny, Oren Levin-Kahn, Jesse Barel, Samuel Greenberg, Marcus Tsimbler, Dylan Fisher, Jack Goldberg, Milo Sherman, Gideon Pozniak, Ezra Harkham Sixth Row (L-R): Romy McCorquodale, Mia Vexler, Tamarah Aaron, Ashley Kim, Elise Kitchener, Alena Lewy, Talia King, Kenya Martin, Valerie Aronov, Milla Silberman, Summer Fine, Sophie Masnick
Front Row (L-R): Noa Wajsman, Katia Auerbach, Lily Lyons, Mia Levin, Ruth Durbach, Yael Rembach, Marina Akstein, Milly Ginzberg Second Row (L-R): Adele Volf, Alice Milner, Caitlin Ben-Mayor, Sari Laishevsky, Willow Gelin, Arella Codorean, Ruby Miller, Sienna Poswell, Alyssa Simmons, Gia Jocum, Stacey Greenfield Third Row (L-R): Max Robertson, Ben Maserow, Dean Klugman, Koby Michel, Jasper Selinger, Charlie Kerlander, Joshua Gordon, Stuart Nathan, Jacob Salamon, Joel Allen, Aiden Kanevsky Fourth Row (L-R): Georgia Kawalsky, Talia Tsipris, Ella Sherman, Meika Laishevsky, Abby Sarraf, Gabriella Freed, Kyra Levin, Michaela Pozniak, Inez Calderon-Havas, Renee Korotkaia, Lani Israel, Amelie Trope, Charlotte New
Absent: Jade Hirst, Daniel Solomon
10YEAR168
Sixth Row (L-R): Toby Danon, Ashley Goldman, Coby New, Alexander Itzkowitz, Harrison Fischl, Jamie Schneider, Levi Ehrlich, Dan Blecher, Liam Budai, Zac Urbach, Aron Harpaz, Aidan Sheps
Back Row (L-R): Ethan Berkovic, Isaac Gorelik, Jesse Carpenter, Joshua Benchoam, Zac Weizman, Tobias Topolinsky, Jake Sharp, Aiden Merten, Aden Goodridge, Toby Akres, Jett Sher
Fourth Row (L-R): Jake Newfield, Dorian Dyce, Julian Baruch, Lewis Saul, Jack Simon, Daniel Langman, Joshua Leslie, Nathan Bognar, Shai Farhy, Sol Biton, Noah Klisser, Jake Fleischer
Fifth Row (L-R): Olivia Elias, Ella Kirschner, Ruby Grynberg, Phoebe Narunsky, Lotus Van Der Starre, Eden Levit, Talia Rabin, Mariah Lewy, Siena Michaelson, Brooke Rosen, Georgia Meyerowitz, Ava Rose
Front Row (L-R): Sara Hakim, Gahya Cesana, Arielle Melamed, Lucy Menczel, Ruby Miller, Nicola Slot, Ruby Brody, Lucia Meyer Second Row (L-R): Isabelle Cahn, Alix Cane, Lachlan Hoenig, Solomon Pager, Jonah Levi, Saul Magner, Ella Engler, Scott Reuveny, Ethan Zines, Benjamin Rosenfeld, Adam Rothschild, Tali Yedid, Mischa Spielman Third Row (L-R): Zoe Nebenzahl, Maayan Granot, Ella Hart, Alexis Demos, Sophie Freedman, Lucinda Labi, Oriel Levy, Allie Armstrong, Leah Wolf, Tess Endrey, Clio Stockley, Gabrielle Jackson
Teachers: Max Friend, Lauren Korotkov, Lisa Starkey, Cara Norman
Fifth Row (L-R): Isabel Sarraf, Isabella Filipczyk, Sasha Goldman, Lori Allen, Maya Sher, Jayda Sacks, Ellie Morris, Amanda Bozic, Lara Palic, Mirabelle Mirvis, Nathalie Freed, Samantha Kagan
11YEAR169
Third Row (L-R): Sierra Afutu, Lilly Goldberg, Deborah Winter, Rebecca Pillemer, Tammy Kurlansky, Layla Goldberg, Gabrielle Utian, Mashka Putilin, Jasmine Barea, Lois Borman, Talia Kleviansky, Olivia Beinart
Front Row (L-R): Lily Berger, Victoria Miller, Hannah Kim, Jessica Rubin, Anna Gil-Munoz, Nicole Binetter, Eliza Bowen, Anna Davis
Fourth Row (L-R): Jack Smagarinsky, Ilan Meshel, Samuel Moliver, Gavin Robinson, Jordan Kutalyov, Joshua Cross, Gabriel Tracton, Jesse Herdan, Ethan Trenaman, Daniel Melamed, Idan Peer, Justin Faul
Sixth Row (L-R): Myles Cohn, Saul Galambos, Joel Levi, Ya Xin Kang, Noah Dawson Kelly, Ethan Berman, Joshua Moses, Jordan Baskin, Tomer Aron, Jake Narunsky, Samuel Milner, Eden Glass
Absent: Yakir Sadra, Zac Sidley
Second Row (L-R): Anton Blair, Benjamin Zwarenstein, Ben Rozen, Gaija Avshalom, Tori Shapiro, Isabella Knoll, Eden Grynberg, Raquel Lee, Joshua Hirst, Jarah Weinstein, Asher Vexler
Back Row (L-R): Mahley Rosen-Tal, Aaron Glass, Jonah Trope, Amadeus Tjanaria, Matthew Lowy, Sacha Rosen, Luca Moses, Ben Shapiro, Benjamin Cohen, Benjamin Dyce, Luca Calderon-Havas
Teachers: Rebeca Goldberg, Neil Furman, Sarah Bishop, Miranda Minton
Teachers: Jennifer Udovich, Caroline Laumberg, Samantha Bauer, Joseph Peacock
Front Row (L-R): Saya Oshlack, India Sacks, Tara Israel, Rebecca Nebenzahl, Jayda Abrahams, Arin Miller, Liat Granot, Saskia Auerbach Second Row (L-R): Noam Meretz, Ruby Hurwitz, Charlotte Lyons, Sarah Armstrong, Cayla Miller, Tara Linker, Hannah Corke, Jessica Turtledove, Emily Rubin, Emma Dobrin, Ariella Tracton, Chloe Miller Third Row (L-R): Liam Engler, Jayden Ligman, Jacob Rose, Aden Hoenig, Kai Biton, Jonathan Schach, Jordan Stein, Maxwell Keyser, Ruben Mihalovich, Guy Rein, Zac Levenson, Ethan Moliver
Back Row (L-R): Zachary Boswell, Kyah Laishevsky, Yonatan Amsalem, Maximilian Kidman, Michael Heymann, Jesse Koslowski, Ariel Odes, Cooper Levit, Alon Erez-Rein, Gidon Grunseit, Daniel Vaknin
Sixth Row (L-R): Izacc Khedoori, Noah Lancaster, Oscar Morgan, Doran Lee, Joseph Fonteyn, Ezra Hersch, Idan Aruch, Shane Doust, Aaron Goldberg, Aaron Lemberg, Toby Port, Aiden Poswell
12YEAR170
Fifth Row (L-R): Harry Schulz, Jordan Fleischer, Aden Cohen, Zachary Gothelf, Dean Reuveny, Zac Greenberg, Benjamin Torban, Ari Merten, Eitan Vaknin, Teoh Bader, Zach Nabarro, Jared Robinson
Absent: Kiara Di Veroli
Fourth Row (L-R): Georgia Kahane, Lara Fosbery, Jessica Lowy, Maya Armstrong, Elia Gil-Munoz, Jade Berson, Alexis Joffe, Sophie Sawicki, Eleanor Labi, Hannah Lax, Lara King, Romi Lapidge
2016 – Continued Participation in the Life of the School, EActive Fitness/Kickboxing
2021 – Sasha Elterman Tenacity and Personal Strength Award
House: Rabin
2019 – Duke of Edinburgh’s Silver Award
2017 – Continued Participation in the Life of the School, Bernstein Concert Band, EActive Pilates, Athletics, Junior Stage Band, Music Camp
AuerbachSaskia
2019 – Alice Gordon History Debating, Romeo and Juliet
ArmstrongMaya
2018 – Duke of Edinburgh’s Bronze Award
Start Year: 2009
2016 – Continued Community Conscience, Continued Participation in the Life of the School, EActive Girls Fitness
2019 – Athletics, Cross Country
Start Year: 2009
House: Rabin
Jayda Abrahams
House: Rabin
Start Year: 2016
ArmstrongSarah
2016 – Continued Participation in the Life of the School, Eactive Climbing/Trampolining, Cross Country
House: Rashi
2019 – CDSSA Swimming, Cross Country, Swimming, SRC High School 2018-2019
Idan Aruch
House: Rabin
2018 – Duke of Edinburgh’s Bronze Award, EActive Boxing Fitness, ESport Year 8/9 Girls Touch Football
BaderTeoh
2016 – Continued Participation in the Life of the School, Athletics
2020 – Senior Chamber Choir
Start Year: 2008
2016 – Continued Participation in the Life of the School, Cross Country, EActive Year 7 Girls Beach Touch Football, Athletics, Swimming, Year 7/8 Girls Oztag
House: Meir
2018 – Into the Woods
Maya Armstrong Start Year: 2014
Saskia Auerbach
Sarah Armstrong Start Year: 2014
2020 – CDSSA Swimming, Swimming
House: Rashi
2016 – Continued Community Conscience, Continued Participation in the Life of the School, Bernstein Concert Band, EActive Pilates, Eactive Climbing/Trampolining, Junior Stage Band, Music Camp, Musica Viva Workshop
2017 – Athletics
2017 – Junior Girls Oztag, Cross Country, Junior Girls Beach Touch Football
BersonJade
2016 – Community Conscience
2021 – Meritorious Effort Prize
2017 – Continued Participation in the Life of the School, Legally Blonde
2016 – Continued Community Conscience, Continued Participation in the Life of the School, CDSSA Swimming, Cross Country, Junior Girls Netball, Swimming
2021 – Madricha, Geography Prize, Studies of Religion II Prize, All Round Participation Prize, Swimming
AmsalemYonatan
2021 – History Extension Prize
Jade Berson
Yonatan Amsalem
2018 – AICES Swimming, CDSSA Swimming, Cross Country, Swimming
12YEAR171
2020 – Grease
AbrahamsJayda AruchIdan
2018 – Duke of Edinburgh’s Bronze Award
Start Year: 2016
House: Szenes
2018 – Duke of Edinburgh’s Bronze Award
2017 – Continued Community Conscience, Continued Participation in the Life of the School, EActive Girls Touch Football, 14 Years Girls Futsal, Cross Country, Junior Girls Beach Touch, Junior Girls Oztag, Swimming, Sydney Schools Cup Netball
Start Year: 2009
2019 – ESport Year 9/10 Girls Touch Football
2018 – Duke of Edinburgh’s Bronze Award
Teoh Bader
2021 – Senior Boys Vocal Ensemble, Senior Choir
2018 – Duke of Edinburgh’s Bronze Award
2017 – Continued Participation in the Life of the School, Copland Concert Band, EActive Pilates, King David Music Exchange, Music Camp, Rock Band GB2, SRC High School, Senior Choir
Emma Dobrin
2021 – Modern Hebrew Prize
2020 – Grease, Senior Boys Vocal Ensemble, Senior Chamber Choir, Senior Choir
House: Rabin
Start Year: 2014
2017 – Continued Participation in the Life of the School, EActive Rock Climbing
Start Year: 2008
2020 – Netball, Year 9-11 Netball Squad
Start Year: 2008
CohenAden
House: Rashi
House: Szenes
2019 – Duke of Edinburgh’s Silver Award Program, Music Camp, Rock Band Y10, Romeo and Juliet, SRC High School 2018-2019, Senior Boys Vocal Ensemble, Senior Chamber Choir, Senior Choir
House: Meir
Start Year: 2012
2019 – Duke of Edinburgh’s Silver Award, HICES Debating Seniors B
2017 – Athletics, Cross Country, Music Camp, Rock Band GB2, Senior Choir
House: Meir
2019 – Duke of Edinburgh’s Silver Award
Kai Biton
2018 – Copland Concert Band, Rock Band GN1, Duke of Edinburgh’s Bronze Award, HICES Debating Seniors, Into the Woods, Y9 Senior Chamber Choir, Senior Choir, Serenity Ensemble
VeroliDiKiaraBoswellZachary
House: Rashi
Zachary Boswell
2021 – Athletics
2016 – Continued Participation in the Life of the School, EActive Surfing
Start Year: 2012
2017 – Continued Participation in the Life of the School, EActive Girls Fitness, Specialist Learning Centre Volunteering
12YEAR172
BitonKai
2019 – SRC High School 2018-2019
2016 – Continued Community Conscience, Continued Participation in the Life of the School, Boys Fitness, Cross Country, EActive Boys Fitness, EActive Pilates, Eactive Climbing/Trampolining, Junior Boys Football, High School Chess
DobrinEmma
2018 – Duke of Edinburgh’s Bronze Award, EActive Pilates
Hannah Corke
2017 – Junior Girls Oztag
2018 – Duke of Edinburgh’s Bronze Award
2016 – Continued Participation in the Life of the School, EActive Pilates, EActive Tennis Open, EActive Tennis, EActive Trampolining/ Dodgeball
Aden Cohen
2016 – Continued Participation in the Life of the School, EActive Surfing, Eactive Climbing/Trampolining, Music Camp, SRC High School, Senior Choir
2018 – Senior Girls Oztag
2017 – EActive Pilates
2016 – Continued Participation in the Life of the School, EActive Ice Skating, EActive Netball Training, EActive Trampolining/Dodgeball, Eactive Climbing/Trampolining
Start Year: 2008
Start Year: 2016 House: Szenes
Kiara Di Veroli
Liam Engler
2018 – EActive Beach Volleyball
2016 – Continued Community Conscience, Continued Participation in the Life of the School, EActive Netball Training
CorkeHannah EnglerLiam
2017 – 14 Years Girls Futsal, Athletics
Jordan Fleischer
2021 – Meritorious Effort Prize
FleischerJordan
Erez-ReinAlon
Start Year: 2008
FonteynJoseph
Start Year: 2009
2021 – Madricha, Ancient History Prize, Debater of the Year, Community Service Award, HICES Debating Opens, Mendelssohn Chamber Strings, Music Camp, Senior Choir, Senior Girls Vocal Ensemble, History Debating, Mendelssohn Chamber Strings, Peer Support Leader, Senior Choir, Senior Girls Vocal Ensemble, String Quartet, Netball, Year 9-11 Netball Squad
Joseph Fonteyn
2017 – Continued Community Conscience, Continued Participation in the Life of the School, Australian Chamber Orchestra Performers, Bernstein Concert Band, Copland Concert Band, String Orchestra, Intermediate String Orchestra, Junior Stage Band, King David Music Exchange, Music Camp
2016 – Continued Community Conscience, Continued Participation in the Life of the School, 14 Boys Futsal, CDSSA Athletics, Eactive Climbing/Trampolining, Cross Country, Year 7/8 Basketball, Athletics, Swimming
House: Rashi
2019 – Copland Concert Band, Mendelssohn Chamber Strings, Music Camp
2021 – Collaborative Composition Project for 2021 Capital Appeal Songs, Copland Concert Band, Mendelssohn Chamber Strings, Music Camp
Start Year: 2014
Shane Doust
2018 – CDSSA 15 Years Boys Tennis, Duke of Edinburgh’s Bronze Award, 16s Boys Futsal, Tennis
2016 – Continued Participation in the Life of the School, Bernstein Concert Band, String Orchestra, French Lessons, Intermediate String Orchestra, Junior Stage Band, King David Music Exchange, Music Camp, Musica Viva Workshop
2019 – ESport 16s Boys Basketball, Athletics, Basketball Squad, Intermediate Boys Rugby
Start Year: 2008
2019 – Alice Gordon History Debating, Duke of Edinburgh’s Silver Award
2017 – Continued Participation in the Life of the School, 15 Years Tennis, Tennis, High School Chess, NSW Interschool Chess Competition
2017 – Continued Participation in the Life of the School, EActive Beach Volleyball, EActive Boys Fitness, EActive Running Club, 14 Years Boys Futsal, Cross Country
Alon Erez-Rein
12YEAR173
House: Rashi
House: Meir
2020 – Copland Concert, Band Mendelssohn Chamber Strings, Senior Stage Band, Stage 6 String Quartet
2016 – Continued Participation in the Life of the School, Junior Boys Football, Tennis, High School Chess, Junior Jazz Ensemble, Junior Stage Band, Musica Viva Workshop
2018 – Australian Chamber Orchestra Performers, CDSSA Swimming, Duke of Edinburgh’s Bronze Award, Junior Girls Netball, String Orchestra, Swimming, HICES Debating Seniors, Mendelssohn Chamber Strings, Music Camp, Senior Choir
2016 – Continued Community Conscience, Continued Participation in the Life of the School, Debating, Intermediate String Orchestra
FosberyLara
2019 – HICES Debating Seniors B, Mendelssohn Chamber Strings, Music Camp, Senior Choir, Senior Girls Vocal Ensemble
2017 – Continued Participation in the Life of the School, EActive 14’s Boys Basketball, EActive Swimming Squad, EActive Year 8 Boys Touch Football, Athletics, Junior Boys Basketball, Junior Boys Beach Touch, Junior Boys Oztag, Junior Boys Rugby 7’s, Sydney Schools Cup Boys Basketball
2020 – Basketball Fitness Testing Group, Basketball Skills Training Group 1, 18 Years Basketball, Elite Training Squad, Senior Boys Rugby, Senior 3x3 Basketball, Senior Boys Rugby Squad, Year 11 First/Seconds Boys Basketball, Basketball Full List
House: Meir
2018 – Australian Chamber Orchestra Performers, Bernstein Concert Band, Copland Concert Band, String Orchestra, Junior Stage Band, King David Music Exchange, Mendelssohn Chamber Strings, Music Camp, Serenity Ensemble
2019 – Tennis
Start Year: 2014
2021 – Open Tennis, Opens Tennis Representatives
2020 – AICES Open Boys Tennis Championships
2018 – Duke of Edinburgh’s Bronze Award, EActive Boys Fitness, EActive Rugby Intermediate, Boys Development Squad, ESport 16s Boys Basketball, Athletics, Intermediate Rugby, Senior Boys Oztag
Lara Fosbery
2018 – Duke of Edinburgh’s Bronze Award, 16s Boys Football
2016 – Continued Community Conscience, Continued Participation in the Life of the School, AICES 15s Boys Tennis, Copland Concert Band, High School Chess, Junior Stage Band, Music Camp, Musica Viva Workshop
2017 – Continued Participation in the Life of the School, Junior Girls Netball, String Orchestra, Swimming, HICES Debating Middles, Intermediate String Orchestra, King David Music Exchange, Music Camp, Senior Choir, String Quartet
2021 – AICES Rugby Triallists, Athletics, Boys First/Seconds Basketball Squad, Firsts Basketball, Opens Rugby, Preseason Rugby Forwards Training Squad
House: Rashi
DoustShane
House: Rabin
Start Year: 2017
2021 – Boys First/Seconds Basketball Squad, Firsts Basketball
2020 – Grease, History Debating, Peer Support Leader
2019 – EActive Pilates, HICES Debating Seniors B, Romeo and Juliet, SRC High School 2018-2019
GoldbergAaron GranotLiat
House: Meir
2018 – CDSSA 15 Years Boys Basketball, CDSSA Cross Country, ESport 16s Boys Basketball, Athletics, Cross Country, Junior Boys Basketball, Junior Cricket, Senior Boys Basketball
2018 – Duke of Edinburgh’s Bronze Award, 16s Boys Football, 16s Boys Futsal
Zac Greenberg
Start Year: 2008
2020 – Firsts Football, Senior Boys Football, Boys Football Squad, Year 11/12 Football Training Group
Aaron Goldberg
Start Year: 2016
Liat Granot
2017 – Continued Participation in the Life of the School, CDSSA 15 Years Basketball, EActive 14’s Boys Basketball, Basketball and Touch Football, Firsts Boys Basketball, Junior Boys Basketball, Junior Boys Beach Touch, Sydney Schools Cup Boys Basketball
2021 – Mathematics Extension 2 Prize, Academic Progress Award, Mathematics and Statistics Prize, 18 years Boys Futsal, Firsts Football, Open Football
Start Year: 2009
House: Meir
2016 – Continued Community Conscience, Continued Participation in the Life of the School, EActive Ice Skating, EActive Kickboxing/ Boxing Fit, EActive Netball Training, EActive Rock Climbing, EActive Surfing, Junior Girls Netball, Year 7 Girls Beach Touch
12YEAR174
Gil-MunozElia
Zachary Gothelf
House: Meir
Elia Gil-Munoz
2016 – Continued Community Conscience, Continued Participation in the Life of the School, 14 Boys Futsal, Eactive Climbing/ Trampolining, Junior Boys Football, Primary Chess Tournament
2017 – 14 Years Boys Futsal, Cross Country, Swimming
2020 – Basketball Fitness Testing Group, Basketball Skills Training Group 1, 18A’s Basketball, Boys Firsts Basketball, Elite Training Squad, Open Boys Basketball, Year 11 First/Seconds Boys Basketball, Basketball Full List
2019 – CDSSA Open Boys Basketball, ESport 16s Boys Basketball, 16s Boys Basketball, Basketball Squad, Firsts Boys Basketball, Senior Boys Basketball
2016 – Continued Participation in the Life of the School, Basketball, EActive 14 Boys Basketball Training, Year 7/8 Basketball
House: Szenes
2017 – Continued Community Conscience, Continued Participation in the Life of the School, HICES Debating Middles, Legally Blonde, SRC High School 2017-2018
GothelfZachary
GreenbergZac
2018 – EActive Pilates, HICES Debating Seniors
2021 – Madricha, Outstanding Service to the Jewish Life of the School Prize, HICES Debating Opens, Collaborative Composition Project for 2021 Capital Appeal Songs
2019 – Senior Girls Basketball,Senior Girls Netball, Senior Girls Oztag
2020 – Peer Support Leader, Netball, Year 9-11 Netball Squad
2016 – Continued Community Conscience, Continued Participation in the Life of the School, EActive Indoor Trampolining/ Dodgeball
Start Year: 2014
2018 – Duke of Edinburgh’s Bronze Award, Junior Girls Netball
2019 – 16s Boys Futsal, Junior Boys Football, Open Boys CIS Football
2017 – Continued Community Conscience, Continued Participation in the Life of the School, EActive Girls Fitness, EActive Girls Netball, EActive Pilates, Junior Girls Basketball, Junior Girls Netball, Sydney Schools Cup Girls Basketball, Sydney Schools Cup Netball
2018 – Duke of Edinburgh’s Bronze Award, EActive Girls Fitness, EActive Surfing, EActive Swimming Squad, ESport Year 8-9 Girls Touch Football
2016 – Continued Participation in the Life of the School, SRC High School
House: Rabin
2016 – Continued Participation in the Life of the School, Chinese Lessons, Cricket Development Squad, EActive Tennis Open, EActive Tennis, Junior Boys Oztag, Junior Cricket, Year 7 Boys Beach Touch
Start Year: 2016
2018 – Duke of Edinburgh’s Bronze Award
HeymannMichael
House: Rashi
Michael Heymann
2018 – Clarinet Ensemble, Duke of Edinburgh’s Bronze Award, Into the Woods, Music Camp, Senior Chamber Choir, Senior Choir, Senior Stage Band, Serenity Ensemble
HerschEzra
2018 – Duke of Edinburgh’s Bronze Award, 16s Boys Futsal, Cross Country, Junior Boys Beach Touch
House: Rashi
Aden Hoenig
2021 – Madrich, Music Extension Prize, Mensch of the Year Prize, 7-12 Music Competition, Concert Performers Collaborative Composition Project for 2021 Capital Appeal Songs, Music Camp, Senior Boys Vocal Ensemble, Senior Chamber Choir, Senior Choir
2017 – Continued Participation in the Life of the School, SRC High School
Tara Israel
GrunseitGidon
Start Year: 2009
2019 – CDSSA Swimming, Copland Concert Band, Duke of Edinburgh’s Silver Award, ESport Touch Football Year 10/11 Boys, 16s Boys Futsal, Cross Country, Junior Boys Football, Open Boys CIS Football, Open Boys Futsal, Senior Boys Football Squad, Senior Boys Oztag, Swimming, HICES Music Festival, Intermediate Jazz Ensemble, Green Man Band, Music Camp
2019 – Clarinet Ensemble, Music Camp, Senior Boys Vocal Ensemble, Senior Chamber Choir, Senior Choir, Senior Stage Band
2016 – Continued Participation in the Life of the School, Bernstein Concert Band, Junior Stage Band, Musica Viva Workshop
2020 – Firsts Football, Senior Boys Football, Boys Football Squad, Year 11/12 Football Training Group
2017 – Continued Participation in the Life of the School, EActive Boys Fitness, EActive Year 8 Boys Touch Football, 14 Years Boys Futsal, Cross Country, Junior Boys Beach Touch, Junior Cricket Team
12YEAR175
Start Year: 2009
HoenigAden IsraelTara
2020 – Peer Support Leader, Senior Boys Vocal Ensemble, Senior Chamber Choir, Senior Choir, Senior Stage Band
2017 – Continued Participation in the Life of the School, EActive Year 8 Boys Touch Football Team, Athletics, Cross Country, Junior Boys Beach Touch, Junior Boys Oztag, Surf Team Intermediate Jazz Ensemble B GB3, Junior Stage Band, Music Camp
2021 – 18 years Boys Futsal, Boys First/Seconds Basketball Squad, Firsts Football, Open Football
2017 – Continued Participation in the Life of the School, EActive Girls Touch Football, EActive Surfing, EActive Swimming Squad, SRC High School 2017-2018
Gidon Grunseit
2019 – Duke of Edinburgh’s Silver Award, 16s Boys Futsal, Junior Boys Football, Senior Boys Football Squad
2020 – EActive Swimming Squad
Ezra Hersch
2016 – Continued Participation in the Life of the School, 14 Boys Futsal, CDSSA Swimming, Cross Country, EActive Year 7 Boys Touch Football, Athletics, Cross Country, Junior Boys Football, Swimming, Junior Jazz Ensemble, Junior Stage Band, King David Music Exchange, Music Camp, Musica Viva Workshop
Start Year: 2015
2019 – EActive Girls Fitness, Senior Girls Netball
Start Year: 2012 House: Szenes
2020 – History Debating
2021 – Madrich, Modern History Prize
2020 – Copland Concert Band, Firsts Football, Senior Boys Football, Senior Stage Band, Boys Football Squad, Senior Boys Rugby Squad, Year 11/12 Boys Touch Football, Year 11/12 Football Training Group
2021 – Mensch of the Year Prize
2017 – Continued Participation in the Life of the School, Bernstein Concert Band, Junior Stage Band, King David Music Exchange, Music Camp, Senior Chamber Choir, Senior Choir, Senior Stage Band
House: Meir
12YEAR176
Maxwell Keyser
2018 – Duke of Edinburgh’s Bronze Award, EActive Girls Fitness, EActive Running Club, ESport Year 8/9 Girls Touch Football, Junior Girls Beach Touch, EActive Pilates, EActive Running Club, EActive Surfing, Senior Girls Oztag
2021 – Commitment to Debating Prize, HICES Debating Opens, Senior Choir, Senior Girls Vocal Ensemble
2018 – Duke of Edinburgh’s Bronze Award, EActive Indoor Rock Climbing, HICES Debating Seniors, Into the Woods, Music Camp, Rock Band GN1, Y9 Senior Choir
JoffeAlexis
2021 – Athletics
2020 – Peer Support Leader, Senior Choir, Senior Girls Vocal Ensemble
2016 – Continued Participation in the Life of the School, Copland Concert Band, EActive Golf, Junior Stage Band, Music Camp, Musica Viva Workshop
Start Year: 2008 House: Rashi
2019 – CDSSA Athletics, CDSSA Open Girls Basketball, EActive Girls Fitness, EActive Surfing, ESport Touch Football Year 10/11 Girls, 16s Girls Futsal, Cross Country, Senior Girls Basketball, Senior Girls Netball, CDSSA Cross Country, Duke of Edinburgh’s Silver Award, EActive Running Club, EActive Swimming Squad, ESport Year 9/10 Girls Touch Football, Athletics, Girls CIS Football, Senior Girls Football, Senior Girls Oztag
2016 – Continued Participation in the Life of the School, Cross Country, EActive Girls Fitness, EActive Netball Training, EActive Running Group, EActive Year 7 Girls Touch, Athletics, Cross Country, Year 7/8 Netball, Year 7 Girls Beach Touch,Year 7/8 Girls Oztag
House: Meir
Ruby Hurwitz
2019 – Chess Club, HICES Debating Seniors B, Music Camp, Rock Band, Romeo and Juliet, Senior Choir, Senior Girls Vocal Ensemble
2021 – Madricha, Community Service and Citizenship Prize
2017 – Continued Participation in the Life of the School, CDSSA Athletics, CDSSA Cross Country, EActive Girls Fitness, EActive Girls Touch Football, EActive Running Club, EActive Surfing, EActive Year 8 Girls Touch Football, 14 Years Girls Futsal, Athletics, Cross Country, Junior Girls Beach Touch, Junior Girls Oztag, Run Against Violence, SRC High School 2017-2018
Alexis Joffe
Georgia Kahane
HurwitzRuby
2016 – Continued Community Conscience, Continued Participation in the Life of the School, Debating, EActive Pilates, SRC High School, Senior Choir
KahaneGeorgia
2017 – Continued Participation in the Life of the School, CDSSA Cross Country, Cross Country
2020 – Firsts Netball, Peer Support Leader
Start Year: 2016 House: Rashi
2018 – Rock Band GN1
Start Year: 2009
2017 – Continued Community Conscience, Continued Participation in the Life of the School, Copland Concert Band, EActive Beach Volleyball, Junior Stage Band, Music Camp, Rock Band GB2
2021 – Meritorious Effort Prize
2018 – EActive Beach Volleyball, ESport Year 10-12 Boys Touch Football
2019 – Duke of Edinburgh’s Silver Award, Senior Girls Netball
2021 – Madricha, Contribution to Sport Prize, Student who exhibits active support of our community through volunteering Prize, Athletics Training Program, EActive Fitness, Athletics, Opens Football, Swimming Program, Year 11/12 Touch Football, Firsts Basketball
2017 – Continued Community Conscience, Continued Participation in the Life of the School, 14 Years Girls Futsal, Cross Country, Junior Girls Basketball, Junior Girls Beach Touch, Junior Girls Netball, Sydney Schools Cup Netball
2017 – Continued Community Conscience, Continued Participation in the Life of the School, HICES Debating Middles, King David Music Exchange, Legally Blonde, Rock Band GB2, SRC High School, Senior Choir
Year House: Szenes
Start Year: 2009
Izacc Khedoori
2016 – Continued Community Conscience, Continued Participation in the Life of the School, Cross Country, EActive Netball Training, Junior Girls Netball
House: Meir
2018 – CDSSA 15s Netball, Duke of Edinburgh’s Bronze Award, Cross Country, Junior Girls Netball
Start Year: 2008
2016 – Continued Participation in the Life of the School, Athletics
2020 – Athletics Training Squad, EActive Girls Fitness, Firsts Football, Open Girls Basketball, Peer Support Leader, Netball, Year 11/12 Football Training Group, EActive Swimming Squad, Firsts Netball, Senior Girls Football, Girls Football SquadYear 9-11 Netball Squad, Year 11/12 Girls Touch Football
KeyserMaxwell KhedooriIzacc
2019 – Copland Concert Band, Duke of Edinburgh’s Silver Award EActive Boys Fitness, Junior Stage Band
2018 – Copland Concert Band, Duke of Edinburgh’s Bronze Award EActive Boys Fitness, EActive Indoor Rock Climbing, Junior Stage Band
2017 – Continued Community Conscience, Continued Participation in the Life of the School, Bernstein Concert Band, EActive Boys Fitness, Junior Stage Band, Music Camp
KidmanMaximilian
2021 – Meritorious Effort Prize, Swimming, Music Camp, Senior Choir, Senior Girls Vocal Ensemble
House: Szenes
2021 – Business Studies Prize, Legal Studies Prize, Visual Arts Prize, Mathematics 2 Prize, Senior Choir
12YEAR177
Lara King
2019 – Senior Girls Netball, Music Camp, Senior Choir, Senior Girls Vocal Ensemble
2021 – Head Madrich, AICES Rugby Triallists, Boys First/Seconds Basketball Squad, Firsts Basketball, Opens Rugby, Preseason Rugby Forwards Training Squad
2018 – Junior Girls Netball, Music Camp, Senior Choir
Eleanor Labi
Start Year: 2018
Maximilian Kidman
Start Year: 2016 House: Rabin
House: Szenes
2017 – Continued Participation in the Life of the School, EActive Pilates
2018 – CDSSA Athletics, Duke of Edinburgh’s Bronze Award, EActive Rugby Intermediate Boys Development Squad, ESport 16s Boys Basketball, ESport Year 8-9 Boys Touch Football, Athletics, Intermediate Rugby, Junior Boys Beach Touch, Junior Boys Oztag, Junior Cricket, Senior Cricket, Swimming
KoslowskiJesse
Start Year: 2017
2017 – Continued Participation in the Life of the School, EActive Rock Climbing, Junior Girls Netball, Senior Choir
2020 – EActive Boys Fitness
2020 – Senior Choir, Senior Girls Vocal Ensemble
2020 – Senior Choir, Senior Girls Vocal Ensemble
KingLara LabiEleanor
2016 – Continued Community Conscience, Continued Participation in the Life of the School, Bernstein Concert Band, Boys Fitness Cricket Development Squad, EActive Boys Fitness, Eactive Cricket Training, Music Camp
LaishevskyKyah
Kyah Laishevsky
2016 – Continued Participation in the Life of the School, EActive Ice Skating, EActive Netball Training, Athletics, Year 7/8 Netball
2019 – Music Camp, Senior Choir, Senior Girls Vocal Ensemble
House: Rashi
Jesse Koslowski
2019 – CDSSA Athletics, CDSSA Rugby, ESport 16s Boys Basketball, ESport Year 10/11 Boys Touch Football, ESport Year 9/10 Boys Touch Football, 16s Boys Basketball, Athletics, Basketball Squad, Intermediate Boys Rugby, Mixed Netball, Senior Boys Oztag, Senior Cricket Team
2021 – Academic Progress Award, Athletics, Boys First/Seconds Basketball Squad, Firsts Basketball Team, Opens Rugby, HICES Debating Opens, Preseason Rugby Forwards Training Squad, Year 11/12 Rugby Training Program
2020 – Basketball Fitness Testing Group, Basketball Skills Training Group, 18A’s Basketball, Boys Firsts Basketball, Elite Training Squad, Open Boys Basketball, Grease, History Debating, Peer Support Leader, Senior 3 x 3 Basketball, Year 11 First/Seconds Boys Basketball, Basketball Full List
2019 – ESport 16s Boys Basketball, 16s Boys Basketball, Athletics, Basketball Squad, Firsts Boys Basketball, Mixed Netball, Senior Boys Basketball, HICES Debating Seniors B
2018 – EActive Boxing Fitness, EActive Rugby Intermediate Boys Development Squad, ESport 16s Boys Basketball, Intermediate Rugby, Junior Boys Basketball, HICES Debating Seniors
2018 – Duke of Edinburgh’s Bronze Award, Music Camp, Senior Choir
2016 – Continued Participation in the Life of the School, EActive Pilates, Eactive Climbing/ Trampolining, Athletics
Start Year: 2014
Start Year: 2013 House: Szenes
2020 – Basketball Fitness Testing Group, Basketball Skills Training Group, 18A’s Basketball, Boys Firsts Basketball, Elite Training Squad, Open Boys Basketball, Senior Boys Rugby, History Debating, Peer Support Leader, Senior 3 x 3 Basketball, Senior Boys Rugby Squad, Year 11 First/Seconds Boys Basketball, Basketball Full List, Year 11/12 Boys Touch Football
2021 – Service to the Secondary School Prize, EActive Boys Fitness, EActive Fitness
House: Szenes
Doran Lee
2020 – Firsts Netball, Open Girls Basketball, History Debating, Peer Support Leader, Netball, Year 9-11 Netball Squad, Year 11/12 Girls Touch Football
2016 – Continued Community Conscience, Continued Participation in the Life of the School, EActive Karate
2019 – Clarinet Ensemble, Copland Concert Band, Senior Girls Netball, Music Camp, Senior Chamber Choir, Senior Choir, Senior Girls Vocal Ensemble
2018 – Clarinet Ensemble, Copland Concert Band, Duke of Edinburgh’s Bronze Award, EActive Pilates, ESport Open Girls Netball, Senior Choir, Serenity Ensemble
LembergAaron
2021 – Madrich, School Spirit Prize, 18 years Boys Futsal, Boys First/Seconds Basketball Squad, Firsts Football, Athletics, Firsts Basketball, Open Football, Years 10-12 Basketball
2017 – Continued Participation in the Life of the School, CDSSA 15 Years Netball, CDSSA Athletics, EActive Girls Netball, EActive Pilates, EActive Year 8 Girls Touch Football, Athletics, Cross Country, Junior Girls Basketball, Junior Girls Beach Touch, Junior Girls Netball, Sydney Schools Cup Girls Basketball
2017 – Continued Participation in the Life of the School
2016 – Continued Community Conscience, Continued Participation in the Life of the School, CDSSA Athletics, CDSSA Swimming, Cross Country, EActive Girls Fitness, EActive Girls Netball, EActive Rock Climbing, EActive Running Group, Athletics, Cross Country, Junior Girls Netball, Swimming
2018 – EActive Boys Fitness
Zac Levenson
2019 – Duke of Edinburgh’s Silver Award
2018 – Duke of Edinburgh’s Bronze Award, Junior Cricket
House: Szenes
2016 – Continued Participation in the Life of the School, Copland Concert Band, EActive Netball Training, Eactive Climbing/Trampolining, Athletics, Junior Girls Netball, Music Camp, Senior Choir
LapidgeRomi
Romi Lapidge
2018 – CDSSA 15 Years Girls Basketball, CDSSA 15s Touch Football, CDSSA Athletics, Duke of Edinburgh’s Bronze Award, ESport Year 8/9 Girls Touch Football, Athletics, Cross Country, Junior Girls Basketball, Junior Girls Beach Touch, Junior Girls Netball, Junior Girls Oztag, Tennis
Start Year: 2016 House: Rashi
2020 – Basketball Fitness Testing Group, Basketball Skills Training Group, 18A’s Basketball, Boys Firsts Basketball, Elite Training Squad, Firsts Football, Open Boys Basketball, Senior Boys Football, Peer Support Leader, Senior 3 x 3 Basketball, Boys Football Squad, Year 11 First/Seconds Boys, Basketball, Basketball Full List, Year 11/12 Football Training Group
2018 – CDSSA Swimming, ESport 16s Boys Basketball, Cross Country, Junior Boys Basketball, Junior Boys Beach Touch, Senior Boys Oztag, Swimming
2021 – Copland Concert Band, Music Camp, Senior Chamber Choir, Senior Choir, Senior Girls Vocal Ensemble
2017 – EActive 14’s Boys Basketball, Touch Football, Junior Boys Basketball, Junior Boys Beach Touch, Swimming
House: Rashi
Start Year: 2016
Start Year: 2011
2021 – Firsts Basketball, Year 11/12 Touch Football
Start Year: 2016
2021 – Software Design and Development Prize
Start Year: 2014
Aaron Lemberg
2019 – Alice Gordon History Debating, CDSSA 15 Years Netball, CDSSA Athletics, CDSSA Touch Football, Duke of Edinburgh’s Silver Award, ESport Touch Football Year 10/11 Girls, ESport Year 9/10 Girls Touch Football, Athletics, Cross Country, Junior Girls Netball, Senior Girls Basketball, Senior Girls Netball, Senior Girls Oztag Team
House: Rashi
2016 – Continued Community Conscience, Continued Participation in the Life of the School, Bernstein Concert Band, Cricket Development Squad, EActive Karate, EActive Kickboxing/Boxing Fit, EActive Pilates,Eactive Cricket Training, Junior Cricket
LeeDoran
12YEAR178
2016 – Continued Participation in the Life of the School, EActive 14 Boys Basketball Training, EActive Tennis Open, EActive Tennis, EActive Year 7/8 Basketball Development Squad, Year 7 Boys Beach Touch
Hannah Lax
2019 – Alice Gordon History Debating, ESport 16s Boys Basketball, 16s Boys Basketball, 16s Boys Futsal, Basketball Squad, Open Boys CIS Football, Senior Boys Football Squad, Senior Boys Football, Swimming
LevensonZac
2020 – Peer Support Leader
2020 – Copland Concert Band, Grease, Senior Chamber Choir, Senior Choir, Senior Girls Vocal Ensemble, Netball, Year 9-11 Netball Squad
2017 – Continued Community Conscience, Continued Participation in the Life of the School, EActive Beach Volleyball, Junior Cricket
2017 – Copland Concert Band, EActive Girls Netball, EActive Pilates, Junior Girls Basketball, Junior Girls Netball, King David Music Exchange, Music Camp, Senior Choir, Sydney Schools Cup Netball
LaxHannah
House: Rabin
2016 – EActive Kickboxing/Boxing Fit
2020 – Grease
Start Year: 2016 House: Meir
2016 – Continued Community Conscience, Continued Participation in the Life of the School, EActive Netball Training, EActive Years 7/8 Netball Training
LowyJessica
2019 – EActive Girls Fitness, ESport Year 9/10 Girls Touch Football, Romeo and Juliet, Shortlisted for Writer of the Year
2019 – Duke of Edinburgh’s Silver Award, Senior Girls Netball, Romeo and Juliet
2018 – Duke of Edinburgh’s Bronze Award, EActive Boxing Fitness, EActive Girls Fitness, ESport Year 8/9 Girls Touch Football , Junior Girls Beach Touch, Into the Woods
2017 – EActive Running Club, EActive Surfing
2016 – Continued Community Conscience, Continued Participation in the Life of the School, EActive Running Group, EActive Year 7 Girls Touch, Year 7 Girls Beach Touch, Year 7/8 Girls Oztag
2021 – Madricha, Academic Excellence Prize, Emanuel Writer of the Year Prize, English Extensions 2 Prize, Economics Prize, Jonathan Sesel Prize for the student who best exhibits the characteristics of humility, honesty, integrity, hard work, excellence, community and love of Emanuel School
2016 – Continued Community Conscience, Continued Participation in the Life of the School, 14 Boys Futsal, EActive Boys Fitness, EActive Surfing, Athletics
Start Year: 2014
2018 – Duke of Edinburgh’s Bronze Award, EActive Surfing
2020 – Firsts Football, Senior Boys Football, Boys Football Squad, Year 11/12 Football Training Group
2021 – 18 years Boys Futsal, Firsts Football, Open Football, Senior Choir
12YEAR179
Cooper Levit
House: Meir
2017 – Continued Participation in the Life of the School, EActive Pilates, HICES Debating Middles, Legally Blonde, Sydney Schools Cup Netball
2018 – EActive Pilates
Start Year: 2010 House: Szenes
2017 – EActive Girls Fitness, EActive Girls Touch Football, EActive Year 8 Girls Touch Football, Cross Country, Junior Girls Beach Touch, Legally Blonde
LyonsCharlotte
Charlotte Lyons
LigmanJayden
2017 – Continued Participation in the Life of the School, EActive Girls Netball, EActive Year 8 Girls Touch Football, Junior Girls Basketball, Junior Girls Beach Touch, Junior Girls Netball, Sydney Schools Cup Girls Basketball
LevitCooper
2019 – EActive Pilates, Romeo and Juliet, Writer of the Year
Start Year: 2008
Jayden Ligman
2016 – Continued Community Conscience, Continued Participation in the Life of the School, EActive Girls Fitness, EActive Ice Skating, EActive Netball Training, EActive Rock Climbing
Jessica Lowy
2019 – Duke of Edinburgh’s Silver Award, Senior Boys Football Squad
2021 – Madricha, Drama Prize, Society and Culture Prize
LinkerTara
2020 – Grease, History Debating, Peer Support Leader
2018 – Duke of Edinburgh’s Bronze Award, ESport Year 8/9 Girls Touch Football, Junior Girls Netball, Junior Girls Oztag, Into the Woods
Tara Linker
Start Year: 2016 House: Szenes
2020 – Madricha, French Prize, Grease, History Debating, Peer Support Leader
MillerChloe
2018 – Duke of Edinburgh’s Bronze Award, ESport Year 8/9 Girls Touch Football
2021 – Proxime Accessit Duci, Outstanding commitment to Choir Prize, 7-12 Music Competition Concert Performers, Collaborative Composition Project for 2021 Capital Appeal Songs, Music Camp, Senior Boys Vocal Ensemble, Senior Chamber Choir, Senior Choir
House: Szenes
Start Year: 2008
MertenAri
2018 – Australian Chamber Orchestra Performers, Duke of Edinburgh’s Bronze Award, EActive Pilates, Cross Country, String Orchestra, HICES Debating Seniors, Mendelssohn Chamber Strings, Music Camp, Rock Band GN1, Senior Choir, Serenity Ensemble
2016 – Continued Community Conscience, Continued Participation in the Life of the School, Beach Volleyball, Copland Concert Band, EActive Ice Skating, EActive Pilates, Junior Jazz Ensemble, Junior Stage Band, King David Music Exchange, Music Camp, Musica Viva Workshop, Senior Choir
Start Year: 2012 House: Rabin
2016 – Continued Participation in the Life of the School, EActive Surfing
2018 – Duke of Edinburgh’s Bronze Award, ESport Year 8/9 Girls Touch Football, Junior Girls Beach Touch
House: Meir
2018 – Duke of Edinburgh’s Bronze Award, EActive Indoor Rock Climbing,Music Camp, Senior Chamber Choir, Senior Choir
MillerArin
2019 CDSSA Cross Country, Cross Country, HICES Debating Seniors B, Mendelssohn Chamber Strings, Music Camp, Rock Band, Romeo and Juliet, Senior Choir, Senior Girls Vocal Ensemble, Shortlisted for Writer of the Year
2017 – CDSSA Basketball Gala Day, EActive Pilates, Sydney Schools Cup Girls Basketball
Ruben Mihalovich
2019 – Music Camp, Senior Boys Vocal Ensemble, Senior Chamber Choir, Senior Choir, Shortlisted for Writer of the Year
–
MillerCayla
2020
2016 – Continued Community Conscience, Continued Participation in the Life of the School, EActive Girls Fitness, EActive Running Group, EActive Year 7 Girls Touch, Year 7/8 Netball, Year 7 Girls Beach Touch, Year 7/8 Girls Oztag
2017 – Cross Country
Arin Miller
Start Year: 2009
2016
2016 – Continued Participation in the Life of the School, EActive Ice Skating, EActive Netball Training, Eactive Climbing/Trampolining, Year 7 Girls Beach Touch, Year 7/8 Girls
2019 – Duke of Edinburgh’s Silver Award
House: Rabin
MihalovichRuben
House: Szenes
Ari Merten
2020 – Advanced Jazz Ensemble, Copland Concert Band, Peer Support Leader, Senior Boys Vocal Ensemble, Senior Chamber Choir, Senior Choir, Senior Stage Band
12YEAR180
MeretzNoam
2017 – Continued Participation in the Life of the School, Copland Concert Band, EActive Beach Volleyball, Junior Stage Band, King David Music Exchange, Music Camp, Rock Band GB2, Senior Choir
Start Year: 2016
2019 – ESport Year 9/10 Girls Touch Football, Senior Girls Oztag
2021 – Head Madricha, Academic Excellence Prize, Commitment to Music Prize, 7-12 Music Competition Concert Performers, Collaborative Composition Project for 2021 Capital Appeal Songs, Tennis, HICES Debating Opens, Mendelssohn Chamber Strings, Music Camp, Senior Choir, Senior Girls Vocal Ensemble – EActive Girls Fitness, Grease, Mendelssohn Chamber Strings, Peer Support Leader, Senior Choir, Senior Girls Vocal Ensemble, Stage 6 String Quartet
2018 – Copland Concert Band, Duke of Edinburgh’s Bronze Award, Athletics, HICES Debating Seniors, Intermediate Jazz Ensemble GN2, Into the Woods, Music Camp, Night of Song Soloists, Rock Band GN1, Senior Chamber Choir, Senior Choir, Senior Stage Band, Serenity Ensemble
2017 – Continued Participation in the Life of the School, EActive Girls Fitness, EActive Year 8 Girls Touch Football, Junior Girls Beach Touch
2021 – Madrich, Physics Prize, Advanced Jazz Ensemble, Copland Concert Band, Athletics, Music Camp, Senior Boys Vocal Ensemble, Senior Choir, Senior Stage Band
Cayla Miller
2017 – Continued Participation in the Life of the School, EActive Girls Fitness, EActive Pilates, String Orchestra, HICES Debating Middles, Intermediate String Orchestra, King David Music Exchange, Music Camp, Rock Band GB2, Senior Choir, String Quartet – Continued Community Conscience, Continued Participation in the Life of the School, Debating, Intermediate String Orchestra, Pilates
Oztag
Chloe Miller
Start Year: 2018
Noam Meretz
2018 – Duke of Edinburgh’s Bronze Award, Cross Country
2019 – Advanced Jazz Ensemble, Copland Concert Band, Music Camp, Rock Band, Romeo and Juliet, Senior Boys Vocal Ensemble, Senior Chamber Choir, Senior Choir, Senior Stage Band
Start Year: 2014
2020 – Peer Support Leader, Senior Boys Vocal Ensemble, Senior Chamber Choir, Senior Choir
House: Rabin
12YEAR181
2021 – Science Extension Prize, Collaborative Composition Project for 2021 Capital Appeal Songs, Music Camp, Senior Boys Vocal Ensemble, Senior Chamber Choir, Senior Choir
2019 – HICES Debating Seniors B, Music Camp, Senior Boys Vocal Ensemble, Senior Chamber Choir, Senior Choir
2021 – Basketball Prize, Athletics, Boys First/Seconds Basketball Squad, Firsts Basketball
2016 – Continued Participation in the Life of the School, EActive Ice Skating, EActive Kickboxing/Boxing Fit, EActive Rock Climbing, EActive Surfing
House: Szenes
House: Meir
Start Year: 2009
House: Meir
Rebecca Nebenzahl
2017 – Continued Participation in the Life of the School, CDSSA Athletics, CDSSA Cross Country, EActive Boys Fitness, EActive Cricket Development Squad, EActive Running Club, EActive Year 8 Boys Touch Football, 14 Years Boys Futsal, Athletics, Cross Country, Junior Boys Beach Touch, Junior Cricket
2020 – Basketball Fitness Testing Group, Basketball Skills Training Group, 18A’s Basketball, Boys Firsts Basketball, Elite Training Squad, Open Boys Basketball, Senior 3 x 3 Basketball, Year 11 First/Seconds Boys Basketball, Term 3 Basketball Full List
NebenzahlRebecca
OdesAriel
Start Year: 2008
2018 – Duke of Edinburgh’s Bronze Award
NabarroZach
House: Szenes
2016 – Continued Participation in the Life of the School, Year 7/8 Basketball
2018 – Duke of Edinburgh’s Bronze Award, ESport Year 8-9 Girls Touch Football, Tennis
2021 – Contribution to Sport Prize, CDSSA Cross Country, 18 years Boys Futsal, Athletics, Firsts Football, Open Football
Zach Nabarro
2020 – Firsts Football, Senior Boys Football, Boys Football Squad, Year 11/12 Football Training Group
2018 – CDSSA Athletics, Duke of Edinburgh’s Bronze Award, EActive Boxing Fitness, EActive Boys Fitness, 16s Boys Futsal, Athletics, Junior Boys Beach Touch
2016 – Continued Participation in the Life of the School, Bernstein Concert Band, Cricket Development Squad, EActive Golf, Eactive Cricket Training, Music Camp
2017 – Continued Participation in the Life of the School, EActive Cricket Development Squad
2018 – Duke of Edinburgh’s Bronze Award, Cross Country, HICES Debating Seniors, Music Camp, Senior Chamber Choir, Senior Choir
Start Year: 2014
Start Year: 2008
2017 – Continued Community Conscience, Continued Participation in the Life of the School, HICES Debating Middles, Legally Blonde, Music Camp, Senior Chamber Choir Senior Choir
2019 – ESport Year 9/10 Girls Touch Football, Senior Girls Oztag
2020 – Senior Boys Vocal Ensemble, Senior Chamber Choir, Senior Choir
2017 – Continued Participation in the Life of the School, EActive Pilates, EActive Year 8 Girls Touch Football, Junior Girls Basketball, Junior Girls Beach Touch, Sydney Schools Cup Girls Basketball
2020 – Peer Support Leader
2019 – CDSSA Athletics, Duke of Edinburgh’s Silver Award, 16s Boys Futsal, Athletics, Cross Country, Junior Boys Football, Open Boys CIS Football, Open Boys Futsal, Senior Boys Football Squad, Senior Boys Football
2016 – Continued Participation in the Life of the School, Boys Fitness Cricket Development Squad, EActive Boys Fitness, EActive Golf, EActive Tennis Open, EActive Tennis, EActive Year 7 Boys Touch Football, Cross Country, Junior Boys Oztag, Junior Cricket, Year 7 Boys Beach Touch
2016 – Continued Community Conscience, Continued Participation in the Life of the School, EActive Trampolining/Dodgeball, Music Camp, Senior Choir
Start Year: 2009
House: Meir
Aiden Poswell
2017 – Continued Community Conscience, Continued Participation in the Life of the School, CDSSA 15 Years Basketball, EActive 14’s Boys Basketball, EActive 16’s Boys Basketball, Basketball and Touch Football, Firsts Boys Basketball, Junior Boys Basketball, Junior Boys Beach Touch, Sydney Schools Cup Boys Basketball
2018 – CDSSA 15 Years Boys Basketball, ESport 16s Boys Basketball, Junior Boys Basketball, Senior Boys Basketball
Ethan Moliver
PoswellAiden
2019 – ESport 16s Boys Basketball, 16s Boys Basketball, Basketball Squad, Firsts Boys Basketball
MoliverEthan
Ariel Odes
ReuvenyDean
2017 – Continued Participation in the Life of the School, Legally Blonde
2021 – English Standard Prize, 18 years Boys Futsal, Athletics, Firsts Football, Open Football
2018 – Duke of Edinburgh’s Bronze Award, ESport Year 8/9 Boys Touch Football, Cross Country, Junior Boys Beach Touch
RoseJacob SacksIndia
2021 – Music 2 Prize, Outstanding Commitment to Instrumental Ensembles Prize, 7-12 Music Competition Concert Performers, Advanced Jazz Ensemble, Collaborative Composition Project for 2021 Capital Appeal Songs, Copland Concert Band, Music Camp, Senior Boys Vocal Ensemble, Senior Choir, Senior Stage Band
2017 – Continued Participation in the Life of the School, Athletics, Junior Boys Beach Touch
2016 – Continued Participation in the Life of the School, Junior Boys Football, Year 7 Boys Beach Touch
2016 – Continued Community Conscience, Continued Participation in the Life of the School, EActive Ice Skating
Jacob Rose
2021 – Madrich, EActive Fitness, AICES Rugby Triallists, Opens Rugby, Preseason Rugby Forwards Training Squad, Senior Choir ,Year 11/12 Rugby Training Program
2018 – CDSSA 15s Netball, Duke of Edinburgh’s Bronze Award, Junior Girls Netball
PortToby
House: Meir
2018 – CDSSA Swimming, Duke of Edinburgh’s Bronze Award, EActive Running Club, Cross Country, Swimming, Tennis
2018 – Advanced Jazz Ensemble GB, Copland Concert Band, Duke of Edinburgh’s Bronze Award, ESport 16s Boys Basketball, ESport 16s Boys Basketball, Intermediate String Orchestra, Music Camp, Senior Stage Band, Serenity Ensemble
12YEAR182
2018 – 16s Boys Football, Junior Boys Beach Touch
Start Year: 2015
Start Year: 2016
2017 – Continued Community Conscience, Continued Participation in the Life of the School, EActive Boys Fitness, EActive Junior Rugby Team, Junior Boys Rugby 7’s
House: Rashi
2019 – ESport Year 10/11 Boys Touch Football, 16s Boys Futsal, Athletics, Junior Boys Football, Open Boys CIS Football, Open Boys Futsal, Senior Boys Football Squad, Senior Boys Football
2020 – Grease, Peer Support Leader
2016 – Continued Community Conscience, Continued Participation in the Life of the School, Debating, EActive Netball Training, Year 7/8 Emanuel Netball
2020 – EActive Boys Fitness, Senior Boys Rugby, Senior Choir, Term 2 Senior Boys Rugby Squad
Guy Rein
2019 – Duke of Edinburgh’s Silver Award, EActive Boys Fitness, Athletics, Intermediate Boys Rugby, Senior Choir
India Sacks
2019 – Advanced Jazz Ensemble, Copland Concert Band, Music Camp, Senior Boys Vocal Ensemble, Senior Choir, Senior Stage Band
2019 – Senior Girls Netball, Shortlisted for Emanuel School Writer of the Year
House: Rabin
Dean Reuveny
RobinsonJared
2017 – Continued Participation in the Life of the School, Copland Concert Band, EActive 14’s Boys Basketball, Senior Stage Band, Junior Boys Basketball, Junior Stage Band, King David Music Exchange, Music Camp, Sydney Schools Cup Boys Basketball
2016 – Continued Community Conscience, Continued Participation in the Life of the School, Cross Country, EActive Running Group, Athletics, Cross Country, Swimming, Year 7 Boys Beach Touch
2020 – CDSSA Swimming, Swimming
2017 – Continued Participation in the Life of the School, EActive Girls Touch Football, EActive Year 8 Girls Touch Football, Junior Girls Netball
2021 – Madrich, Community Conscience Prize
2021 – Academic Excellence Prize, Biology Prize, PDHPE Prize, Swimming
House: Szenes
2018 – Duke of Edinburgh’s Bronze Award, EActive Boys Fitness, EActive Rugby Intermediate Boys Development Squad, Intermediate Rugby
House: Szenes
2020 – Advanced Jazz Ensemble, Copland Concert Band, Senior Boys Vocal Ensemble, Senior Choir, Senior Stage Band
Start Year: 2016
Start Year: 2008
Start Year: 2010
2020 – Firsts Football, Senior Boys Football, Boys Football Squad, Year 11/12 Football Training Group
2020 – Grease, Peer Support Leader, Netball, Year 9-11 Netball Squad
ReinGuy
Toby Port
2016 – Continued Participation in the Life of the School, 14’s Boys Basketball, Basketball, Copland Concert Band, EActive 14 Boys Basketball Training, Junior Jazz Ensemble, Junior Stage Band, King David Music Exchange, Music Camp, Musica Viva Workshop, Year 7/8 Basketball
Start Year: 2014
House: Rashi
2019 – ESport Year 9/10 Boys Touch Football, Romeo and Juliet
2017 – Continued Community Conscience, Continued Participation in the Life of the School, CDSSA Cross Country, EActive Running Club, Cross Country, Junior Boys Beach Touch, Swimming, Swim a Thon Team
2019 – CDSSA Swimming, Cross Country, Swimming
Jared Robinson
2016 – Continued Participation in the Life of the School, EActive Junior Rugby Training, EActive Karate
2018 – EActive Rugby Intermediate Boys Development Squad, Intermediate Rugby
Start Year: 2008
RubinEmily
SteinJordan
2017 – Continued Participation in the Life of the School, EActive Junior Rugby, EActive Year 8 Boys Touch Football, Junior Boys Beach Touch, Junior Boys Rugby 7’s, Sydney Schools Cup Boys Basketball
Harry Schulz
Start Year: 2009 House: Rashi
SchachJonathan TorbanBenjamin
2018 – Duke of Edinburgh’s Bronze Award, ESport Year 8/9 Girls Touch Football, Into the Woods
Start Year: 2008 House: Rashi
House: Rabin
2021 – AICES Rugby Triallists, Opens Rugby, Preseason Rugby Forwards Training Squad
2019 – Alice Gordon History Debating, Duke of Edinburgh’s Silver Award, ESport Year 9/10 Boys Touch Football, Cross Country
2017 – Continued Participation in the Life of the School, CDSSA Athletics, EActive Year 8 Girls Touch Football, 14 Years Girls Futsal, Athletics, Junior Girls Basketball, Junior Girls Beach Touch, Junior Girls Oztag, King David Music Exchange, Music Camp, Senior Choir, Sydney Schools Cup Girls Basketball
Sophie Sawicki
SchulzHarry TurtledoveJessica
2016 – Continued Community Conscience, Continued Participation in the Life of the School
2020 – Grease
SawickiSophie
2018 – CDSSA Athletics, Duke of Edinburgh’s Bronze Award, ESport Year 8/9 Girls Touch Football, Athletics, Junior Girls Basketball, Junior Girls Oztag, Music Camp, Night of Song Soloists, Senior Choir
2016 – Continued Participation in the Life of the School, Cricket Development Squad, EActive 7/8 Basektball, EActive Basketball Development Squad, EActive Year 7 Boys Touch Football, Eactive Climbing/ Trampolining, Athletics, Junior Cricket, Year 7 Boys Beach Touch
2020 – Senior Boys Rugby, Senior Boys Rugby Squad
Jonathan Schach
2020 – Open Girls Basketball, Grease, Senior Chamber Choir, Senior Choir, Senior Girls Vocal Ensemble, Netball, Year 9-11 Netball Squad, Year 11/12 Girls Touch Football
2019 – ESport Year 10/11 Girls Touch Football, ESport Year 9/10 Girls Touch Football, Athletics, Senior Girls Netball, Senior Girls Oztag, Music Camp, Senior Chamber Choir, Senior Choir, Senior Girls Vocal Ensemble
2019 – Duke of Edinburgh’s Silver Award, Romeo and Juliet
2021 – Meritorious Effort Prize, Athletics
Benjamin Torban
Start Year: 2016 House: Rabin
2018 – Duke of Edinburgh’s Bronze Award, 16s Boys Futsal, Junior Cricket
Jessica Turtledove
2021 – Communal Service Prize, Athletics, Firsts Basketball, Music Camp, Senior Chamber Choir, Senior Choir, Senior Girls Vocal Ensemble, Year 11/12 Touch Football
2020 – Senior Boys Football, Boys Football Squad
2016 – Continued Participation in the Life of the School, Junior Boys Rugby 7’s
2016 – Continued Participation in the Life of the School, EActive Pilates, King David Music Exchange, Senior Choir, Year 7 Girls Beach Touch, Year 7/8 Girls Oztag
2017 – Continued Participation in the Life of the School, EActive Girls Fitness, EActive Girls Touch Football, EActive Year 8 Girls Touch Football, Junior Girls Beach Touch, Legally Blonde
Jordan Stein
12YEAR183
House: Rashi
2018 – Duke of Edinburgh’s Bronze Award, 16s Boys Futsal, Junior Boys Beach Touch
2019 – CDSSA Rugby, Intermediate Boys Rugby
2019 – Duke of Edinburgh’s Silver Award
Start Year: 2013 House: Rashi
2017 – Continued Participation in the Life of the School, EActive Cricket Development Squad, EActive Year 8 Boys Touch Football, 14 Years Boys Futsal, Junior Boys Beach Touch, Junior Cricket
Emily Rubin
Start Year: 2016
2021 – Dux of the School, Chemistry Prize, Advanced English Prize, English Extension 1 Prize, Mathematics Extension 1 Prize, Collaborative Composition Project for 2021 Capital Appeal Songs
Start Year: 2009 House: Rabin
2019 – Shortlisted for Emanuel School Writer of the Year
2016 – Continued Community Conscience, Continued Participation in the Life of the School, Year 7 Girls Beach Touch
2017 – Continued Community Conscience, Continued Participation in the Life of the School, EActive Girls Fitness
2016 – Continued Participation in the Life of the School, EActive Running Group, EActive Year 7 Boys Touch Football, Junior Boys Rugby 7’s, High School Chess, Year 7 Boys Beach Touch
2016 – Continued Participation in the Life of the School, EActive Cricket Primary, EActive Netball Training, EActive Running Group, EActive Year 7 Girls Touch, Athletics, Senior Choir
2021 – Enhanced Approach to Learning Prize
2017 – Continued Participation in the Life of the School, EActive Junior Rugby, EActive Year 8 Boys Touch Football, 14 Years Boys Futsal, Cross Country, Junior Boys Beach Touch
Start Year: 2014
2019 – EActive Indoor Rock Climbing
VakninEitan
12YEAR184
Daniel Vaknin
2017 – Continued Participation in the Life of the School HICES Debating Middles, King David Music Exchange, Legally Blonde, Senior Chamber Choir, Senior Choir, Y3-4 Lego Robotics Club
2021 – Music 1 Prize, 7-12 Music Competition Concert Performers, Senior Chamber Choir, Senior Choir, Senior Girls Vocal Ensemble
2018 – Duke of Edinburgh’s Bronze Award
Eitan Vaknin
House: Rabin
Start Year: 2014
2018 – Intermediate Jazz Ensemble GN2
2016 – Continued Participation in the Life of the School, Eactive Climbing/Trampolining
2020 – Grease, Senior Chamber Choir, Senior Choir, Senior Girls Vocal Ensemble
2017 – Junior Stage Band, Music Camp
VakninDaniel
House: Rabin
Ariella Tracton
House: Meir
2019 – Romeo and Juliet, Senior Chamber Choir, Senior Choir, Senior Girls Vocal Ensemble
2016 – Continued Community Conscience, Continued Participation in the Life of the School, Senior Choir
2016 – Eactive Climbing/Trampolining
TractonAriella
Start Year: 2009
2018 – Duke of Edinburgh’s Bronze Award, Into the Woods, Music Camp, Night of Song Soloists, Senior Chamber Choir, Senior Choir
In our attempt to answer the initial question posed to us at the start of our songwriting journey, we searched hard for a rhyme to the phrase “impossible to find parking” or “oh my goodness that hill is steep and I have to be in class in a minute”, alas, to no avail. Instead, we opted to focus on our School’s values –Mind, Spirit and Being. Incidentally, these values are taken from the Shema, which we recite each day and the notion of mind, spirit, being derived from an instruction to teach one’s children about the laws of Judaism – something which we found very fitting
Along with our musical guides, with the help of Morah Harvey, we were able to incorporate Hebrew lyrics into the song as well. We wanted the lyrics to represent Emanuel as a school with strong ties to its Jewish roots (its Shorashim) and maintain a connection to both the languages that define our culture as Jews living in the diaspora.
When the call went out to help create a song for the Capital Appeal, we were immediately intrigued. Not only because we and several other students were able to work with the incredible Alice Chance, but because we were able to sum up our time at Emanuel in some catchy rhythms, melodies and rhymes.
By Liat Granot, Year 12
Camp, Alice was able to teach over 150 children the melody, harmony and lyrics to the newly-formed Ha’Shorashim which is no mean feat for one person to accomplish!
Over the course of several lunchtimes, our little songwriting team banded together under the guidance of the incredible Ms Springford and Alice Chance. It was both really fun, interesting and rewarding to work with the music director of the wonderful musical Fangirls and we are so in awe of her musical and lyrical prowess.
The Making of Ha’Shorashim
How would you encapsulate Emanuel? Perhaps you’d describe the warmth and care of the students, the diligence of the teachers, the waiting line for the delicious canteen food?
Ha’Shorashim made its official debut at the Music Camp concert, to a stunning reception. It was truly incredible to hear the voices of my friends and peers ringing out in harmony inside the Lehrer Family Building (MPH) – a venue that holds a special place in the heart of many Emanuel students.
THE MAKING HA’SHORASHIMOF
Throughoutindeed.Music
Ultimately, the task of helping to write the Capital Appeal anthem, though seemingly mammoth at first, was accomplished with the help of an inordinately talented group and we are so grateful to be involved in a project that we can reflect back on with fond memories.
www.emanuelschool.nsw.edu.au
