Issuu

SUMMER 26

strong foundations

Inside This Issue: A Blueprint for Purposeful Learning p. 8 The Lasting Lessons of the PYP p. 12 A Modern Take on the Ten Commandments p. 26

SUSTAINED BY STRENGTH baeck+call is published once a year through The Leo Baeck Advancement Department and is distributed to more than 3,600 Leo Baeck parents, grandparents, alumni and friends of the school. Editors Lisa Richler & Janis Seftel Design/Layout www.snack.is Printing Incredible Printing Photography Elie Landesberg Cover Image: Two generations of Leo Baeck families – over 120 of our students have parents who attended Leo Baeck.

THE LEO BAECK DAY SCHOOL Phil & Cees Wynn Centre for Jewish Education 501 Arlington Avenue Toronto, ON M6C 3A4 Phone: 416.787.9899 General Inquiries info@leobaeck.ca @leobaeckds

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As the 2025-26 year comes to a close, there is a large hole in the ground beside our school. Large machines have dug down to below the level of the gym and through the parking lot to build an elevator. Soon, concrete trucks will pour the foundation for our future building. It is a powerful metaphor. More than 50 years ago, the foundation of The Leo Baeck Day School was laid around Rabbi Bielfeld’s dining room table. And through eight different physical sites, that foundation remains the same: Reform Jews making meaningful Jewish choices which affect their ability to positively impact the world around them. But concrete, bricks and windows only tell a part of the story. Our school has occupied different buildings over the decades due to demographic changes and the movement of Toronto’s Jewish community throughout the city, which ironically is now centred back at the post-war heart of Jewish Toronto. Even as we expand the physical space around us to meet the extraordinary growth in demand over the past 12 years, we know that what truly gives Leo Baeck its strength is not the building itself, but the community within it. That strength comes from the students themselves, from the parents who choose this school to help shape their children, from the grandparents and special relatives who model a commitment to sustaining the chain of Jewish tradition. And it comes from the teachers, office staff, custodians, and administrators who work year-round to create an environment where students can grow, question, and flourish. All of these people share a common vision: to support young people to come to their own understanding, their own critical thinking, and their own sense of how Judaism can be a meaningful part of their future. We honour our proud history while building toward a bright future. May we continue to go from strength to strength.

Eric Petersiel, RJE Head of School

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COMMUNITY

of Leo Baeck The building may have changed, but the spirit of Leo Baeck remains the same. Nearly 80 of our current parents once attended the school themselves and are now sharing that experience with their own children. Some are pictured here and on our cover. We asked them what brought them back and why Leo Baeck continues to be an important part of their family story.

“It’s meaningful to have my kids at a school that doesn’t just educate children, but helps them understand what it means to belong, contribute, and play a role in building a kinder, stronger community.” HALEY MORRISON

“We remember Leo Baeck as a nurturing second home where we felt very comfortable as children. That sense of belonging, along with the importance of keeping our Jewish identity as part of our family’s everyday life, brought us back to Leo Baeck. I always say that it’s hard to describe what a school should be – it’s a feeling you get when you walk through the halls and meet the staff. Leo Baeck embraces that warm feeling wholeheartedly.” NATALIE AND IAN BOOKMAN SUMMER 26

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into our community

BY JANICE PRAZOFF, DIRECTOR OF ADMISSION

Our students are our most compelling storytellers – bringing the heart of our mission and vision to life for every prospective family.

COMMUNITY

“I feel confident to share my learning with prospective parents. I hope they see my gratitude and joy being a Leo Baeck student. I think parents want to see their kids feeling happy and confident at school.” ETHAN, GRADE 7

In the admission process, there is no substitute for authenticity. While presentations, social media and websites offer important insight, it is the moments spent in conversation with our students that leave a lasting impression. As prospective families walk our halls, step into classrooms and experience the unique rhythm of a school day at Leo Baeck, they encounter something more powerful than a set of promises – they witness our community in action.

“I’m always excited to talk to parents. Not only do I get to reflect and think about my learning, but I also hope they see how much students at Leo Baeck are learning. I know you tell parents a lot about our school, but it’s different coming from a student. If I were a parent, that’s what I would want to know – what’s their experience? What do they think?” PHOEBE, GRADE 6

Student engagement during school tours offers a genuine window into how learning unfolds here. Whether explaining a recent project, describing a collaborative classroom experience, or reflecting on personal goals and growth, students naturally connect their day-to-day experiences with the broader goals of our school. Their words reveal how curiosity is nurtured, how resilience is fostered and how a sense of belonging is cultivated. And these interactions are not scripted. They are spontaneous, thoughtful, and personal. A student might speak about the confidence they’ve gained through a project, challenges they’ve come up against in their learning, or the empathy they’ve developed working with their peers. In doing so, they exemplify how our mission is lived each day. For prospective parents, this firsthand perspective is invaluable. It allows them to see beyond the academic offerings into the culture that shapes their child’s potential experience. They hear directly from those who are immersed in the environment, gaining an honest understanding and transparent view of our approach to education. Equally important, these conversations highlight the partnership between our students and teachers. As students describe how they are guided, supported and challenged, families gain insight into the relationships that ground meaningful, purposeful and differentiated learning. It becomes clear that education here is not only about achievement, but about growth, character and connection. Ultimately, our students do more than share their experiences – they embody our purpose. Through their voices, prospective families come to understand not just what we strive to achieve, but how it feels to be a member of our community.

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community spirit in action BY JANIS SEFTEL, COMMUNICATIONS SPECIALIST

The Leo Baeck Parents’ Association (LBPA) brings a steady supply of creativity, energy, and heart to our school. This group is committed to being incredibly present at every major school experience, regularly prioritizing the importance of their volunteer commitment throughout their child’s school career.

To get involved in LBPA initiatives, contact: lbpa@leobaeck.ca.

2025-27 LBPA Co-Chairs Dani Seligman and Robin Joffe

The LBPA forms the backbone of our community of families and we are grateful for the way they turn ordinary school days into extraordinary memories, showing our staff unparalleled support. We deeply appreciate our LBPA for their school spirit and recognize how their impact is woven into everything we do. It does not go unnoticed when parents consistently put their hands up to plan Book Fair, carnivals, Bingo Night, holiday treats, Challah Bake, and many more interactions with students and staff throughout the year.

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COMMUNITY

We’re looking back at a year made brighter, smoother, and much more fun, thanks to our wonderful LBPA!

of Student-Led Inquiry

ACADEMICS

The PYP Exhibition is the culminating project of the Primary Years Programme (PYP), marking an important transition as our Grade 5 students move into the Middle Years Programme (MYP) and continue their growth as independent, compassionate, lifelong learners. This collaborative rite of passage challenges students to explore real-world issues and take meaningful action through four dynamic stages: Asking, Thinking, Doing, and Reflecting. A celebration of student agency – where parents are invited to see and engage with the projects at the end of the school year – the PYP Exhibition showcases our Grade 5 students’ curiosity, creativity and sense of purpose.

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Empowering Every Learner, BY DANIELLE APPLEBAUM, DEAN OF STUDENT SERVICES

ACADEMICS

At The Leo Baeck Day School, the Student Services Department operates on the core belief that a strong foundation for learning isn’t something that happens by accident; it’s carefully built through a deep understanding of how different minds work. Instead of seeing the classroom as a place where everyone has to march at the same pace, Leo Baeck embraces differentiation as a way of life. When teachers cater their lessons to a wide range of learners, it isn't just the students who need extra help who gain something. In fact, everyone in the room benefits. When a lesson is presented in multiple ways – with visual aids, hands-on activities, and various collaborative groupings – it enriches the experience for every single student, allowing some to see concepts from new angles while ensuring no one gets left behind.

Differentiated instruction – presenting a lesson in multiple ways – enriches the experience for all students.

The Student Services Department does a lot of heavy lifting behind the scenes through remediation and skill building. This is where they “dig deep” into the foundation of learning, helping students acquire and master the fundamental tools they need, like reading fluency or math reasoning. At the same time, they use necessary and relevant accommodations to level the playing field. These aren't shortcuts; they are essential adjustments and strategies that make sure a student’s potential isn’t hidden behind a specific challenge. This often goes hand-in-hand with compensatory tools, where technology plays a significant role. By using tools like speech-to-text or

digital organizers, students can bypass mechanical hurdles and focus on skills like critical thinking. Beyond just the curriculum, the Student Services team is intentional about how they guide teachers to develop their physical and emotional classroom environments that impact learning. They know that a space that feels overwhelming or disorganized can shut down a student's ability to focus. By creating a calm, predictable, and inclusive atmosphere, the teachers reduce anxiety and make it safe for kids to take risks. When the environment is right, students feel more comfortable engaging in developing their independence. They start to learn how they learn best, which is the ultimate goal. The beauty of this approach is that it moves away from a “fix-it” mentality and toward a culture of empowerment. As students gain confidence through these supports, they begin to take ownership of their education. They learn to self-advocate and recognize which tools they need to succeed on their own. By the time they move on from Leo Baeck, they haven't just memorized facts; they’ve developed a resilient mindset and a customized set of strategies that stay with them for life. It’s a holistic way of teaching that proves when you design a classroom environment conducive to learning for everyone, you raise the bar for the entire community. SUMMER 26

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The A Blueprint for Purposeful Learning JEWISH LIFE

BY DANIEL ABRAMSON, DIRECTOR OF THE TIKKUN PROJECT

Leo Baeck’s mission is to provide an academic experience that is both rigorous and deeply rooted in Jewish values. We often speak about “inspiring students to reach their full potential,” but what does that look like in practice? In 2026, one answer can be found in the Tikkun Project.

More than a community service program, the Tikkun Project is our school’s unique framework for integrating social justice directly into the International Baccalaureate (IB) curriculum. It ensures that when our students take action, they aren’t simply “doing a good deed” — they are applying classroom inquiry to real-world challenges. Beyond the Donation Bin: The Power of Partnership The true strength of the Tikkun Project lies in our reciprocal relationships with community partners such as JIAS, Mazon Canada, B’nai Brith, Ve’ahavta, the Toronto Region Conservation Authority, and Baycrest. These organizations are not simply familiar names, they are co-educators in the social action space. As we deepen these partnerships, a powerful synergy emerges. Our partners learn what students are studying in their IB units and step in as guest experts. At the same time, as our faculty gains a deeper understanding of each organization’s work, we can identify meaningful entry points within the curriculum and help our partners connect more effectively with other schools. Whether connecting a math unit on statistics to food insecurity data or linking a science unit on sustainability to B’nai Brith’s greenhouse initiatives, learning becomes three-dimensional. We are no longer working in silos; we are part of an ecosystem of shared purpose.

By moving away from one-off tzedakah projects and toward long-term community relationships, we teach our students that Tikkun Olam (repairing the world) is not an event; it is a way of living. Grade 4: Financial Literacy Meets Ancient Wisdom

In celebration of Purim, our students, parents and staff worked in partnership with B’nai Brith Canada to pack and deliver mishloach manot and joy to 500 individuals in seniors residences.

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A standout example of this interdisciplinary approach takes place in Grade 4. Here, the “action” of packing Passover food boxes is just one component of a rich unit of inquiry. In Language and Literature, students explore novels that examine the lived experience of poverty. At the same time, they engage in a financial literacy unit, grappling with a challenging question: What does it actually mean to “get by” in Ontario?

JEWISH LIFE

Connecting with residents at Baycrest.

In this unit, Jewish text and values aren’t ancient abstract concepts. Students consider potential actions through the Jewish lens of Rambam’s Ladder of Tzedakah. They evaluate where their efforts might fall on Rambam’s hierarchy, striving for the higher rungs where dignity and sustainability are prioritized. When you see a Grade 4 student carefully packing a box of food, you aren’t just seeing a volunteer; you are seeing a student who has considered local food costs, broadened their understanding of the causes and impact of poverty through literature, and has learned to apply 12th-century wisdom to address a 21st-century problem.

the IB Approaches to Learning (ATL) to life in deeply human ways. A Model for the Future The Tikkun Project helps prepare every graduate to fulfill the Leo Baeck vision: to be a creative and critical thinker with the agency to lead with hesed (kindness). By integrating Jewish learning into units of inquiry and breaking down the barriers between “school work” and “world work,” we demonstrate that an excellent Jewish education is powerful preparation for a globalized society.

We are not only teaching our students how to succeed in the world; we are teaching them how to repair it.

Grade 7: Empathy at Baycrest The Tikkun Project also prepares our Middle Years Programme (MYP) students for the complexities of human connection. Our Grandpals program with Baycrest is a hallmark of the Grade 7 experience — but the “action” begins long before students board the bus. Specialists from Baycrest visit Leo Baeck to lead workshops on the biological and emotional aspects of aging. Students learn about the sensory challenges seniors may face and are coached in empathy-first communication. This preparation transforms a simple visit into a life-changing relationship. This year, students formed such strong bonds that many sought additional opportunities to spend time with their Grandpals. In doing so, they developed the patience, understanding, and communication skills that bring

Collaborative artwork at Baycrest through the Grade 7 Grandpals program. SUMMER 26

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Building our BY RABBI NOAM KATZ, DEAN OF JEWISH LIVING

JEWISH LIFE

What does it mean to build a Jewish life? Moreover, what are the blueprints or design specs for a robust and meaningful Jewish education? These are the questions that we continually ask, envision and rethink at Leo Baeck. In the Talmud1, the Rabbis taught that “students of Torah increase peace in the world, as it is stated: ‘And all of your children [banayich] shall be taught of Adonai, and great shall be the peace of your children.’”2 In other words, children who are taught the fundamentals of Jewish faith and practice will have the tools to lead lives of meaning and purpose, and contribute to making the world more peaceful and just. However, an alternative reading of this passage suggests that the word banayich, your children, may be read as bonayich, your builders. In this translation, the builders within a community – educators, volunteers, philanthropists, visionaries – are the ones most poised to build and increase peace for future generations. Both translations ring true in our school community. As we look ahead to a profound transformation of our physical site over the next year, we never forget what is truly being constructed: a place where young Jewish lives are nurtured within a safe and supportive community; where students are encouraged to grapple with ancient texts and forge their own unique interpretations; where a rich vocabulary of Jewish practices, melodies and rituals are explored and celebrated; where a palpable connection to the land and people of Israel is cultivated; where study leads to action and, in turn, action spurs us to deepen our understanding of who we are and who we aspire to be. So often we hear that this generation of students will enter a workforce unrecognizable to our own, inventing new industries and career paths that have not yet been imagined. In many ways, the earliest Reform Jews must have followed the same trajectory. As the forces of industrialization and emancipation spread across the globe in the late 18th and early 19th centuries, there became a widespread movement to reform Jewish life from the inside out. One could delve deeply into the sciences, history, literature, archaeology, and philosophy, even as they remained devout students of Jewish text and

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JEWISH LIFE At Leo Baeck, we have constructed a Judaics program that builds off of core Jewish competencies – Hebrew language, Jewish holidays and rituals, Tanakh (study of sacred texts), Israel and Jewish history, Tefilah (prayer), Tikkun Olam (repairing the world), Mitzvot (obligations) and Middot (Jewish values). These are the foundations from which our students can grow, question, challenge and innovate, and over time, construct the Jewish life that is most relevant and resonant for them.

“We empower our students to have Jewish agency, to be open-minded and welcoming, to hone their Jewish skills and knowledge, to contribute to the creation of a vibrant Jewish community.”

FOOTNOTES 1. BT Tamid 32b 2. Isaiah 54:13

scholarship. One could break from the traditional mores that seemed exclusivist and elitist in favour of a Judaism that promoted the values of egalitarianism, individualism and diversity. One could be proud to live as a law-abiding citizen and contributing member in whichever country they resided, while still longing for a Jewish state to be reborn in our ancestral homeland. Thanks to those early Reformers, such as philanthropist Israel Jacobson and Rabbi Abraham Geiger, within a generation, Judaism would never look the same.

But it is not merely the WHAT we teach and learn that is essential for Jewish identity building. Just as crucial are the WHY and the HOW. Why must we give tzedakah to the needy among us? Why do we offer the words of Mi Sheberach (the prayer for healing) and the Mourner’s Kaddish at various moments in our lives? Why is it important to bring Shabbat into our homes each week, bring more light into the world on Chanukah, and retell the story of the exodus from Egypt around the Pesach seder table every spring? Why is it important that we hear the stories of Holocaust survivors and combat antisemitism in our own time? And how can I be a true difference-maker in the world, even at such a young age?

Today, once again, we find ourselves at such an inflection point.

The questions are endless; the deep thinking and curiosity they foster, invaluable. As a Reform Jewish day school, our commitment to joyous wonder and exploration lies at the heart of these ‘architectural plans’ for Jewish learning. We empower our students to have Jewish agency, to be open-minded and welcoming, to hone their Jewish skills and knowledge, to contribute to the creation of a vibrant Jewish community. Ultimately, we equip them to make informed choices as to how they will write the next chapters of the Jewish story.

Now is the time we must invest deeply in reimagining and reshaping the Jewish future. Now is the moment when we must not be dismayed or defined by what isn’t right in the world. Rather, it is a new era of possibility for how vibrant and relevant and creative Jewish life can look in Canada and beyond.

Banayich, your children. Bonayich, your builders. Whichever translation you prefer, we are all partners in this expansive project that we call Jewish education. May our hands be strong, may our hearts be resilient, and may we continue to shape a bright and promising Jewish future together. SUMMER 26

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The

of the PYP

BY SHERYL FAITH, DEAN OF ACADEMIC DEVELOPMENT AND IB COORDINATOR

ACADEMICS

The Primary Years Programme (PYP) is built on a simple but powerful idea: education is about more than what children know; it’s about who they are becoming. By nurturing the head, the heart, and the hands, the programme supports the whole child academically, socially, and emotionally, and helps students build the foundation for a meaningful life. In today’s world, learning is about asking thoughtful questions: How do I know this? What can I do with it? How can I make a difference? Our students are encouraged to think deeply, reflect on their learning, and understand their role in a connected and ever-changing world.

HANDS: Skills for Life PYP Lesson #1: Learning how to learn is the most important skill of all. While knowledge is important, it is the ability to adapt, think critically, and collaborate that allows students to thrive over time. In the PYP, these skills are taught intentionally. Known as the Approaches to Learning, they include thinking, research, communication, social, and self-management skills. These are the tools students carry with them long after specific content is forgotten. In any PYP classroom you will see students explicitly learning how to collaborate – how to listen, share ideas, and work through challenges together. These moments, whether in the classroom or on the playground, help children build confidence, resilience, and independence.

Grade 5 students collaborate in order to design and build a rollercoaster, applying creativity, problem-solving, and teamwork skills through hands-on learning.

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ACADEMICS

SK students discover the connections that shape ecosystems and the natural world.

Grade 1 students and their parents work together to create accessible playgrounds, exploring how thoughtful design can help build inclusive communities.

PYP Lesson #2: The world is complex and full of connection.

HEAD: Understanding a Connected World

In the PYP, learning doesn’t happen in silos. Instead of studying subjects in isolation, students explore big ideas that cross disciplines and reflect how the real world works. For example, in Grade 4, students might explore light and sound through science, art, and innovation, seeing how one concept can be understood and

PYP Lesson #3: Who we are shapes how we contribute.

HEART: Character and Community

Education is also about character: how we treat others and ourselves, how we make decisions, and how we show up in the world. In the PYP, character development is woven into everyday learning. The IB Learner Profile attributes are not just words on a wall; they are qualities that students see, practice, and grow into over time. Importantly, this journey isn’t just for students. In the IB, we are all learners, educators, parents, and community members alike, working toward these same ideals together.

expressed in many ways. This kind of learning helps students recognize patterns, make connections, and consider different perspectives. These are essential skills not only for academic success, but for navigating a world where understanding others and thinking flexibly truly matter.

Preparing for Life, Not Just the Next Step Ultimately, the PYP is far more than an educational framework; it is a rehearsal for a life well-lived. By engaging the head through nuanced, transdisciplinary thinking, the hands through transferable skills, and the heart through principled character, we are doing more than preparing children for the next grade level. We are equipping them with the very lessons we, as adults, strive to master every day.

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DEVELOPMENT We are profoundly grateful to the Wynn family (pictured above) for their unwavering commitment to Jewish education and the future of the Jewish community. To honour their leadership, the school building at 501 Arlington Avenue has been renamed the Phil and Cees Wynn Centre for Jewish Education.

BE PART OF OUR Campaign The Proud History, Bright Future Campaign marks a transformational moment for Leo Baeck. This historic $20-million initiative will reshape the student experience for current and future generations.

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DEVELOPMENT

On January 28, we held a formal groundbreaking ceremony for the Saul z”l and Toby Feldberg and Family Wing. Above left: Toby Feldberg was honoured alongside her children, grandchildren and great-grandchildren; four generations of continued connection and commitment to Leo Baeck. Above right: A rendering of the new wing.

$20M OUR GOAL

$17M RAISED SO FAR!

85% OF OUR GOAL

What began as a campaign to support our renovation has grown into something even more ambitious. To ensure that our expanded spaces are not only built, but truly brought to life, the campaign now reflects a holistic investment in the full Leo Baeck experience: physical, academic, and communal. At its core, the Proud History, Bright Future Campaign is funding the addition of a new wing and other much-needed spaces, designed to support dynamic learning, creativity, and connection. Just as importantly, it will sustain and strengthen the programs that define a Leo Baeck education: advancing academic excellence, deepening Jewish learning and values, and nurturing an inclusive, vibrant community.

This campaign is built on three essential pillars: • Capital investments will create the spaces our students and educators need to thrive. • Programmatic support will ensure the continued strength and innovation of our academic and extracurricular offerings. • Tuition assistance will help ensure that a Leo Baeck education remains accessible to families who seek it, reinforcing our commitment to inclusivity and community. Together, these elements honour our proud history while equipping our students with the tools, confidence, and sense of purpose to shape their future. The Proud History, Bright Future Campaign will ensure that our beautiful new space is not only built, but also filled with the programs and experiences that make Leo Baeck unique. All commitments of $10,000 and over, payable over five years, to any campaign element – capital, programmatic or tuition support – will be recognized on our Proud History, Bright Future Campaign recognition board.

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s DEVELOPMENT

At Leo Baeck, the impact of the Proud History, Bright Future Campaign is felt every day. Through enriching programs, individualised support, and meaningful experiences, students develop the skills, values and confidence to thrive. as as

Your support helps power:

“Tuition assistance made a Leo Baeck education possible for our family…we feel both grateful and fortunate to now pay it forward.” ANONYMOUS DONOR

• The Tikkun Project and living Jewish values • The Bonim Program and personalized, one-on-one support • Experiential learning in skating, arts, and athletics

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• Meaningful Holocaust education • Social-emotional wellness and student support • Critical tuition assistance for families an Fenwick

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Your support ensures that these experiences continue – not as extras, but as the foundation of a Leo Baeck education. Be part of shaping confident, compassionate Jewish leaders for the next generation. CONTACT Lisa Richler Director of Institutional Advancement T: 416.787.9899 ext. 221 E: lrichler@leobaeck.ca W: leobaeck.ca/donate

“Through the Bonim Program, students build skills and confidence that stay with them long into the future.” ANAT HAIM, GRANT MANAGER, AZRIELI FOUNDATION

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Hugh Furneaux Isabella, Bria and Harrison Galante Joyce and Sam Galante Shayna and Sean Galante and Family Jacob Gallinger Howard and Fay Ganz Ruth and Alby Garbe The Family of Zita J. Gardner Ian and Celine Garry Rabbi Steven Garten Carole and Howard Gelfand Mark and Jess Gelfand Aggie and Joel Geller Cynthia Geller Eleanor and George Getzler Wendy Goldman Getzler and Matthew Getzler Susan and Peter Geyer Susan Giddens Marissa Gladstone and Adam Gilboord Glatt/Saunders Family Joyce Douek and Brian Glazer Jeremy Glick and Karen Born Mitch Glickman and Samantha Fienberg Marsha and Harry Glicksman Janice and Abe Glowinsky Goelman Family Sharon and Steven Gold Elaine and Morty Goldbach Eran and Ronit Goldenberg Jayme and Jon Goldfarb Rachel and Avi Goldfarb Daniel and Rachel Goldgut Goldhar Family Marty and Avra Goldhar Wilf and Joni Goldlust Donna and Cal Goldman Jonathan Goldman Goldstein-Lipetz Family

2025-26 campaign donors Gifts received from June 1, 2025 – May 30, 2026

DEVELOPMENT

At Leo Baeck, the impact of the Future Campaign

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Abrahams Family Karen Kollins and Daniel Abramson Neil and Cindy Abramson Remy Abramson Adler Family Jonathan Ain and Sam Gershkovich Pam and Elliott Altberg Judi and Jeff Alter Risa, Richard, Alexa and Shawnee Amar Alexandra Bongard and Elijah Antflick Lissa Antflick Michelle Burke and Jordan Antflick Applebaum Family Gwen Appleby Kyle and Mira Appleby David and Sharon Appotive Ryan and Yoni Appotive Michael and Lauren April Arenson Family Association of Hebrew School Educators Ethan Avinoam Axmith Family The Azrieli Foundation Michelle Bader Debbie and Mark Bank Henry and Barbara Bank Michael and Marilyn Bank Stephanie and Josh Bank Barr Family Kim and Tal Batalion Baum Family Derek and Debra Beigleman Rhonda Wilansky and Israel Ben-Ishai Rikki Bennie Gillian and Barry Berens Emma Freed Berg and Oliver Berg Dani Seligman and Jeff Bernstein Leslie Bernstein and Grace Anne Cooper Magi Binyamini Shuki and Esther Birenzweig

Morli Shemesh and Marc Bissell Nicole Black Dana Blufarb and Family Blumenfeld Family Amy and Chuck Boddy Jerry Boman Stewart Bondar Natalie and Ian Bookman Steve and Marie Borlak Esther and Allan Bortnick Claire, Michael, Elisabeth and Benjamin Borts Donald and Sarah Borts Rebecca Drory and Robbie Bossin Eve Halpern and Jerome Breslin and Family David and Bunni Bresver Brody Family Mel Brown and Caren Ruby Michelle Stock and Luca Bucci Robyn Buchman Budd Family Susan and Marvyn Budd Yvette and Randy Burke Matt and Nathalie Burns Marci and Daniel Cashman Garry and Cindy Cass Graeme Casson Chaikelson Family Dorothy and Mortie Chaikelson Roger and Bernice Chaplin Charyk Family Cohen Family Adrienne and Paul Cohen Barbara Cohen Casie Brown Cohen and Michael Cohen Elise Cohen Howard Cohen and Alpha Textbooks Joy Clodman Cohen Ron and Ellen Cohen Ryan and Lauren Cohen Stephen and Susan Cohen

Trevor and Andrea Cohen Sandra Cohn Jake Colt Cheryl Greenberg and Saul Colt Condor Security Cooper Family Robert and Sylvia Cooper The Sydney and Florence Cooper Foundation Harvey and Maura Cooperberg Sara Zatzman and Andrew Crane Laura Crangle Robin and Eli Cranley Crowe Soberman LLP Ilana Cyna Lisa, Jeff, Sadie, Rachel and Dylan Dack Claire Dalby Leslie and Anna Dan Prazoff/Dankoff Family Dansurance Miri and Jesse Davidson Davis Family Allan and Elaine Davis Alexis and Adam Dean Deitcher Family Elisabeth and Marc Demone Marvin and Judy Demone Lindsay and Michael Detsky Carey Diamond and Tina Urman Carly and Ari Diamond Carol and Sheldon Diamond Cole Diamond and Shelby Gold Harvey and Nina Diamond Mark and Shelley Diamond Michael and Janette Diamond Shayn and Katie Diamond Stephen and Karen Diamond

Lindsay and Adam Ditkofsky Paula Dodick Lisa and Philip Draper Tom and Karen Ehrlich Bea Eisen Erez and Meg Eizenman Ronit and Moshe Eizenman David and Sharon Elias Extreme Partitions Ltd Dana and Daniel Ezer Darren and Lianne Ezer Paul and Isabel Faibish Sheryl Faith Jessica and Zach Farber Jodi Farber-Ludmer Jesse and Claire Farkas Peter and Barb Farkas Feldberg Family Howard and Marcia Feldman Michael and Samantha Feldman Robert and Helene Feldman Ryan, Lauren, Olivia and Jamie Fenton Allan and Susan Fenwick Daphne and Kyle Fenwick Miriam and Stanley Fienberg Wendy Fine Ronni Fingold Leanne Campbell and Ken Fishman Roni Fishman Alysse and Alan Fogel Garry and Joanne Foster Julia Michaels and Joe Frankel Lisa and Mark Freed Jaclyn Jacobs and Adam Freedman Joanne Freeman and Family Cathi and John Freedman Kelly and Josh Freeman and Family Erica Frieman Annice and Harvey Frisch Ron and Hedy Frisch

Gary and Diane Harris Hartzman Family Hauser Family Esti and Joseph Heale Jo Ann and Mike Heale Joan Starkman and Aaron Hendler Paul Herbert Rosalie and Sender Herschorn Allison Boman and Joel Herscovitch Valery Hirschl Carly and Sam Hollend Holy Blossom Temple Daniel Hoppe and Tamara Grundland Marla and Fred Hoppe Ruth Horn Chester/Horwitz Family Elana and Les Hunter Wassermuhl Ickowicz Family Flory and Abel Ickowicz Isaacman Family Madison and David Isaacman Jillian Jackson Joel Jackson Robert M. Jacobs Elise Jankelow Margaux Janks and Family Martin and Michele Janks Sid and Ellen Jelinek Rebecca Slan Jerusalim and Craig Jerusalim Jesin Neuberger Family Adam and Sharon Jesin Greg and Robin Joffe and Family Seymour and Elaine Joffe Joel Kadish Rebecca Wise and Andrew Kalamut Corinne Kalles Elise Kalles Michael Kalles Janice and Ken Kallish Daniel and Yael Kanter Julie Kanter Alana and Matthew Kaplan and Family Jan Kaplan and Norma Caron Michelle and Daniel Kaplan Mr and Mrs Henry Karp

Karpel Family Maxine and Ivor Karpel Katz Family Rabbi Alan and Rabbi Jan Katz Avital Katz Elaine Katz Robyn Feldberg and Jarred Katz Miriam and Jerry Katz Rabbi Noam Katz Wendy Kauffman Paulette and Amnon Kestelman Michael and Chloe Kimel Julie and Eric Kirsh Carol and Mark Klaiman Klausz Family Alexandra and Brett Klein Eden and Benjamin Klein Toby Rose and Les Klein Shelley Klugman On behalf of Lee and Jules Kochman – Toben Kochman and Robyn Sklar Marvelle Koffler Tom and Anna Koffler Michael and Gabriela Kogan Melanie and Ron Kohn and Family Ian Korman Miriam and Les Kotzer Michelle Gordon and Josh Koziebrocki and Family Susan Himel and Neil Kozloff Alexa Lewis and Jacob Kriszenfeld Esther and Irving Kulik Nancy and Irving Kumer Michael and Diana Kutner Deborah and Frank Lambert Steven Lampert and Aliza Zigler Landzberg Family Toby Landzberg Danielle Lapedus Lasko Family Lisa Lasko Nicole and Cory Lastman Law Family Michael T. Lax Marilyn Lazar Miriam and George Lazarovits

Lexi Weinstein and Danny Leese Diane and Eric Leith Julia Starr and Simon Leith Ben and Amy Leon Leopold Family Lerner Family David and Julia Levin Maish and Maxine Levin Lorraine Fairbloom and Michael Levinson Ashley and Phillipe Levy Libenson Family Alexander Lightstone and Nina Politzer Amanda Steiman and Nathaniel Lipkus and Family Elizabeth and Phillip Z”L Litowitz Sheldon and Marilyn Little Litvack Family Lili Litwin and Family Adina Lubek Baila and Marvyn Lubek Kate Schipper and Rich Luft Terry and Alan Lustig Lyons Family Tima Steinberg, Jason and Jonny Machtinger Eva and Mark Madras Snider/Malinowicz Family Caroline, Danny, Maya and Simone Mandell Sherry Mandell Mansoor Family Sandra and Ryan Mapa Faye and David Markowitz Darren, Candace and Josh Marks Rachel and Mick Markus Corey Marr and Candice Faktor Linda Mashaal Masters Family Lesley Matthews Karen McFarlane Sema and Shelly Mecklinger Lauren Bondar and Elliot Medoff Ronald Medoff Lauren Meisels Sheldon Meingarten

Melamed Family Sean and Sunny Menkes Shayna and Matthew Menkes Marilyn and Saul Merrick Barry and Susan Michaels Lucian and Audrey Michaels Susy and Murray Miller Faye Minuk Lynne and Michael Mitchell Marni Banack and Ben Mogil Susan and Norman Mogil Andrew and Dara Moncarz Steven and Sandy Moranis Ruby Moscoe Family Alex Moses Moses/Cromar Family Mosko Family Jeffrey and Joanna Mosko Sherry and Brian Mosko Moskovitz/Tannenbaum Family Jackie Nadler Lisa Steele and Jordan Nahmias Sarah and Yves Nahimas Bari and Ian Nefsky Neiman Family Shelley Norris Vicki and Michael Northy Kozloff/Nusinowitz Family Judy Nusinowitz Nyquist Family Jo Ann Allen Nyquist Ollo Family Cindy and Michael Opler Zvi and Mandie Orvitz Joel Ostrov Rachel Mitchell and Jeremy Otto Ashley Steinhauer and Jesse Otto Barbara Ouanouno Jerry and Joanne Ovsey Jayme Ozier Paisley Family Paisley Family in honour of Jeffrey Litwin Rosie and Paul Parnass Kim Pasternak Payne Family Jon and Lesley Peck

Trish Title and Stuart Wilson and Family Eric and Jayme Wilson Max Winter Harvey Wise and Richard Azevedo Issie Wiseman Brad Wishen and Reva Luft Louise and Andrew Wolfson Diane and Jerry Woznica Wygodny Grandparents Jaclyn and Jonathan Wygodny Matthew, Stephanie, Margot and Wesley Wygodny Yackness Family Evan and Toni Yates Hailey and Sonny York Yurman Family Sarah Yurman Shari Zacks Cecile Zaifman and Family Julia, Daniel, Austin, Stella and Harlow Zatzman Adam and Danielle Zeldin Kevin and Rebecca Zicherman Robert and Mili Zicherman Arlyn and Danny Zimmerman Gerry and Andrea Zimmerman Jana Goodbaum and Jeremy Zuckerman * We gratefully acknowledge over 50 anonymous donors.

Thank you for helping us provide critical programming and tuition assistance to advance our mission. To donate online, visit leobaeck.ca/donate.

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DEVELOPMENT

Brian and Susy Goldstein Carol and Lorne Goldstein Howard and Janet Goldstein Jessica and Ira Goldstein Jeff and Rachel Goldstein Zach and Leanne Goldstein Annette and Randy Goodman Nick and Natasha Goodman Haviva Levstein and Robert Goodman Philip and Susan Gordin Ashley and Bradley Gordon Debby and Jeffrey Gordon Lisa Gordon Kayla Goren Brenda Gottlieb BJ and Jennifer Gottlieb Matt and Aviva Gottlieb and Family Honey and Sam Grant Amy and Justin Green Simmy and Sid Green Mark and Corin Greenberg Tosla and Jack Greenberg Greenspan Family Danielle and Cory Greenspan Jerrold and Doreen Greenspan Robyn and Saul Greenspan Avi and Irina Greenspoon Jennifer Ehrlich and Jonathan Greenwald Lorne and Linda Greenwald Gremont Family Denny and Debby Grubbs Rannia Habib Erin and Brandon Hafner Cindy and Mark Halperin Ruth Halperin Bobby Halpern and Madison Wine Beth Abramson and Andrew Hamlin Harlang Family Edie and Robert Harlang Elaine Harris

Joan St Aaron Hendler Paul Herbert Ros Herschorn Allison B Joel Herscovitch Valery Hirschl Carly and S Holy Blossom Temple

Chester/ Wassermuhl Ic Family Flory and Abel Ickowicz Isaacman Family Isaacman Jillian Jackson Joel Jackson

and Craig Jerus

Andrew Kalamut Corinne Kalles Elise Kalles Michael Kalles Janice and Ken Kallish

Norma Caron

Wendy and Ronnie Peck Eric Perelshtein and Heather Brown Ellen Pesner Eric Petersiel and Tami Moscoe Mel Petersiel Pichosky Family Dr. Amy Platt Dean and Erica Podolsky Alison and Gary Polan Andrea Pollack Emma Fogel and Dustin Pollack In memory of Lloyd J. Pollack QC Ian and Jenn Pollick Carolyn Polster Wendy Posluns Rebecca Cooper, David Poster and Family Greg Poster Brian Prosserman Caryn Markman, Peter Puzzo and Family Shelley Hornstein and Sam Rabinovitch Karen and Ralph Rabinowicz Jerry and Shannah Radowitz and Family Elliott and Andrea Raisin David Rashkovan Raskin Family Susan Lieff and Joel Raskin Jonie Minden and Terrence Reiber Pablo and Mara Reich Phyllis and Marty Resnick Diane and Ron Richler Lisa Richler Andrea Rifkin and Family Nina Rothman and Eric Riz Jordana and Daniel Robinson Kyle Gordon and Frank Robinson Irma and Morris Robinson Rachel Goldman Robinson and Marc Robinson Radowitz/Green Family Brenda Rose Susan Jackson and Larry Rosen

Matthew Rosen and Jacqueline Michaels A. Rubenstein and M. Rosenberg Ashleigh Rosenthal Neil and Adrienne Rothenberg Lauren Switzer and Rahmiel Rothenberg Clifford Rybko Rzeznikiewiz Family Donna Sorbara and David Sadowski Joanna Sadowski Zach Sadowski and Nicole JacobsSadowski Safronsky/Landen Family Manal Salih Karen Salom Elizabeth and Daniel Sauder Hilary and Max Sauder Dario Savio and Michelle Hanna Marcia Gilbert Schachter and Rabbi Shalom Schachter Tova and Cliel Schachter Esther Scheer Brenda Bader and Phillip Scheim Cheryl Sylvester and Robert Schenk and Family Marty Schmerz Adena Scheer, Adam and Abbie Schon Debra and Richard Schon Esther Schwartz Luft Jackie and David Schwarz Jordanna and Jon Schwartz Julie and Larry Schwartz Samantha and Erik Schwarz Seifer Family Peter and Dianne Seligman Lawrence and Kesa Senders Grad/Setton Family Rena Etkin and Jonah Shanoff Mark Sharpe Maria, Gil and Rachel Shcolyar

Gillian and Jason Shedletsky Janice and Phil Shedletsky Ralph and Anita Shedletsky Sheldon Lerman Alison and Todd Sheriff David and Fran Shields Shiff Family Janet and Norman Shiner Joan Shnier Jennifer Minuk and Kevin Shnier Simmy and Robert Shnier Marla Shragge Amanda Silcoff Joey and Myles Silver Jordana Silver Martin and Arlene Silver Margo and Judah Silverman Brian Simon Jake Simon and Alex Robins Pat and Pekka Sinervo Mark Shiner Skinner Family Miriam and Michael Slan Doris and Neville Smith Esther Smith Ronna Rubin and Philip Smith Jenna Sobel and Family Randi and Jeremy Solomon Vered Solomon Gary and Janis Soren Lauren and Rob Spanier Fern Spencer Gayle Spetter in honour of Jadyn and Julia Sherman Spiegel Family Ali and Jamie Spinner Adele Sacks, Jamie Spotswood and Family Paolina Stalteri Standil Family Judy and Igor Steiman Diana Shedletsky and Daniel Steinberg Daniel Steinberg and Julie Goldstein Cheryl and Mark Steiner and Family Claire Sumerlus

Barbara Sversky Alina Tabak Marilyn and Allan Taitz Tanbark Ltd Mayta and David Tannenbaum Sara and Jordan Tannenbaum Ottavio Tassone and Ashley Farber Gene Teeger and Family Shari and Lyle Teichman Margaret Terechtchenko Matthew Tevlin Tishman Family Stephen and Carole Title Lucas Topol and Family Miriam and James Toste Miriam and Michael Trehearne Mrs. Becky Trooder Ruby Knafo and Andrew Unger Alexis Ungerman, Justin and Harrison Goluboff John and Rosie Uster Michelle and Jordan Vader Micah Vernon, Laura Shiner and Family Waisglass Family Ilana Walderman Linda and David Walderman Melissa and Daniel Walderman Walsh Family Hannah Walsh Wassermuhl Family Jason and Maryn Waters David Watkins and Anna Solomon The Jack Weinbaum Family Foundation Dora Ennis and Barry Weinberg Karen and Joey Weinberg Weinstock Family Joe and Faigie Weinstock Edith Weiss in memory of Jeffrey Litwin Well Grounded Real Estate What A Bagel St. Clair Dayna White Jonathan and Carly Willis N. and M. Wilson

Thank you for helping us provide critical programming and tuition assistance to advance our mission. To donate online, visit leobaeck.ca/donate.

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DEVELOPMENT

the legacy of Rabbi Arthur N. Bielfeld z"l DEVELOPMENT

The Leo Baeck community mourns the passing of Rabbi Arthur N. Bielfeld, the Honourary Chair of our Board of Directors, and the founding force behind our school over 50 years ago. Leo Baeck was born around Rabbi Bielfeld’s dining room table at Temple Emanu-El, where a group of community leaders imagined a school that would offer both rigorous general studies and meaningful Jewish education, rooted in Reform Jewish values. From those early conversations emerged a school that has educated more than 3,000 students and inspired generations of community leaders and changemakers. Reflecting on the school’s growth, Rabbi Bielfeld once said, “One could never have imagined when we planned Leo Baeck, what an enormously creative, attractive, and deeply Jewish institution it would become.” Nearly a decade ago, Rabbi Bielfeld helped launch what would become another defining part of his legacy: Leo Baeck’s Tikkun Project. Grounded in Jewish text and social justice education, this remarkable program empowers students to engage meaningfully in acts of repair and responsibility in the world around them. Today, the program’s impact extends beyond Leo Baeck and is being piloted at a number of schools across North America.

“From Leo Baeck’s earliest days, Rabbi Bielfeld helped shape the philosophy of the school, he aided in the hiring of the first Director and other key administrators, and he hand-signed every request for funds from the Jewish philanthropists of our community, which kept the school afloat in those early years. For these efforts and more, he was named the Lifetime Honourary Chair of the Board, and he wore this badge of honour with pride. Our school thrives in its second generation because of his vision and tenacity, a shining beacon of liberal education throughout the city and far beyond. His memory will indeed be a lasting blessing and legacy.” ERIC PETERSIEL, HEAD OF SCHOOL

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“I feel a profound sense of gratitude for the opportunity to have learned from Rabbi Bielfeld. Rabbi Bielfeld taught me one of my most enduring professional and personal lessons: the transformative power of truly listening. He showed me that to build a caring community, one must first be willing to hear the stories and needs of others with a quiet heart. His legacy of empathy and justice will continue to guide the work of the Tikkun Project as we strive to honour his memory and legacy by continuing to work towards creating a kinder and fairer world for all.” DANIEL ABRAMSON, CURRICULUM DEVELOPMENT DIRECTOR OF THE TIKKUN PROJECT

MAKE A LASTING IMPACT In honour of Rabbi Bielfeld’s lifelong commitment to Tikkun Olam, contributions to the Tikkun Project will help ensure his vision continues to inspire future generations of Leo Baeck students. To learn more about giving opportunities at Leo Baeck, please contact Lisa Richler, Director of Institutional Advancement, at 416.787.9899, ext. 221 or lrichler@leobaeck.ca.

Honouring the Legacy of Zita J. Gardner z"l We are proud to announce the establishment of the Zita J. Gardner z”l Trip Assistance Fund. This fund will ensure that our end-of-year trips remain inclusive of all students, by removing financial barriers.

day of giving Day of Giving 2026 marked a powerful moment for Leo Baeck, raising a record-breaking $1,020,799 in support of signature programs like Bonim, the Tikkun Project, Holocaust education, and social-emotional wellness, while ensuring that tuition remains accessible to more families. At a time when Jewish identity is being tested worldwide, this extraordinary show of generosity is an investment in the Jewish future. Together, our community is nurturing engaged, resilient students, prepared to thrive as global citizens and modern Jews, and to shape a stronger, more compassionate world.

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DEVELOPMENT

Zita served as Director of Leo Baeck for 12 years, from 1992 to 2004. A passionate and forward-thinking educator, she prioritized the holistic growth and development of every child by supporting a range of learning opportunities. This included school trips, which promote social development and experiential learning in unique environments. In retirement, Zita also travelled, sometimes beyond her comfort zone, expanding her own learning, growth, and development, and living by these values that defined her tenure at Leo Baeck. This fund is a most meaningful tribute to Zita’s legacy. We are deeply grateful to Zita’s family for their generosity in establishing the fund in Zita’s memory and for their ongoing commitment to our school.

grandparents and COMMUNITY

Grade 4 Siddur Cover Workshop: A Tradition of Connection and Creativity Every year, our Grade 4 students partner with grandparents and special relatives to create a siddur cover, an act of ritual art that brings L’Dor Va Dor to life, passing tradition from one generation to the next. Students begin by reflecting on the parts of Judaism they feel most connected to, transforming those connections into personalized images and designs. The finished siddur cover becomes more than an art piece; infused with meaning and memories, it protects the prayer book the students will use every week for Shabbat and on Rosh Chodesh throughout their years at Leo Baeck and beyond.

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We are so grateful for our Grandparents and Special Relatives (GPSR), whose presence enriches every corner of school life.

“I truly enjoy being involved at Leo Baeck as a grandparent. It’s a wonderful opportunity to connect with other grandparents, parents, and members of the school community, while gaining a deeper appreciation for everything that makes the school so special. I love helping out at events whenever I can, and it’s incredibly rewarding to feel part of my grandchildren’s school experience. Most of all, seeing the excitement on their faces when they spot me there makes every moment worthwhile.” SUSAN GORDIN, GRANDPARENT

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COMMUNITY

Throughout the year, they join us for Sukkot celebrations, Passover Seders, milestone ceremonies and learning experiences. They generously volunteer for community watch, lunch duty, and countless other roles. Many even attend regular meetings at the school, demonstrating a remarkable commitment not just to their own grandchildren but to the Leo Baeck community as a whole.

home away

home

Shinshiniot Lianne Abutbul and Aviv Rahamim reflect on a year of challenges and celebrations — and the relationships that shaped their life at Leo Baeck.

JEWISH LIFE Leo Baeck represents at Rikudiyah 2026 featuring dancers from Jewish day schools across Toronto. What are some stand-out memories from your year at Leo Baeck?

Favourite spot to visit in downtown Toronto AVIV: Toronto Island LIANNE: Riverdale Park

One of our most powerful memories was producing the Yom HaZikaron ceremony, where we truly felt the impact of connecting students to Israel and honouring the stories and faces behind it. Another special experience was leading Kabbalat Shabbat, bringing our own traditions, joy, colours, and sense of home into the community. Beyond the big events, it’s the everyday moments that we will cherish the most: spending time with the students, laughing in the hallways, and taking part in activities like Rikudiyah, where we danced, connected, and shared something we love. We also loved celebrating holidays together, from cooking during Purim to experiencing each holiday the way we do at home. Yom Ha’atzmaut was another highlight, with Israeli music, blue and white spirit, and a sense of pride that truly warmed our hearts. All of these moments, big and small, came together to make this year so special, meaningful, and unforgettable for us. You began your year of service during a time of war, which meant being separated from your families. How did you navigate those challenges, and where did you find strength and support? We found strength in the incredible community around us. The warm and supportive environment at

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Leo Baeck and within the Jewish community became our second home. Our host families, who may not be our biological families, became our true family here, always there for us, both in the hardest moments and the happiest ones, and they will forever hold a special place in our hearts. We are especially grateful for our supervisor, Irith Rosen, whose constant support, care, and belief in us made everything possible. At the same time, having each other gave us strength. We leaned on one another, supported each other, and never felt alone. What also kept us going was our sense of purpose: knowing why we came here, to share Israel, our home, with the students, to strengthen Jewish identity, and to bring pride, warmth, and connection. This mission gave us the strength to keep smiling, to stay optimistic, and to continue showing up with love. Alongside everything, there was always the awareness of where we come from and where we are going next. In just a few months, we will return to Israel to serve in the army, something we feel deeply connected to and proud of. This year reminded us that our journey is part of something bigger — that even here, far from home, we are continuing to represent and strengthen the bond with the country we love so much.

JEWISH LIFE

Rikudiyah performs at Kabbalat Shabbat. Do you have a message for incoming Shinshinim? Our biggest advice is to truly enjoy every moment of this journey. Respect and appreciate one another, because your partnership will be one of the most important parts of your year. Embrace the small moments, because they often become the most meaningful memories. Be open to new experiences, meet new people, and don’t be afraid to step out of your comfort zone. Most importantly, stay true to yourselves. Each of you brings a unique perspective of Israel, and that is your greatest strength. Share your story, your values, and your personal connection to home. Build strong relationships, bring your energy into everything you do, and make the most out of every opportunity. And above all, never forget to smile.

Favourite moment with students at Leo Baeck AVIV: Ski Day with the students, so much fun and laughing! LIANNE: Dancing with

the Rikudiyah Club at UJA's annual Rikudiyah event

And maybe…don’t forget who was here before you!

Best Israeli restaurant in Toronto AVIV: Romi's

At a Shinshiniot-led Kabbalat Shabbat service with Shinshinim Program Coordinator Ms. Rosen.

LIANNE: Jerusalem

Something that every Shinshin should do once in Canada! AVIV: Even when it’s a tough winter, enjoy the skiing and the fun things that include snow. LIANNE: Take the opportunity and go travel around all the beautiful nature that Canada has to offer.

Chanukah activity with JK students.

Grade 7 Israeli Culture Program. SUMMER 26

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Teacher planner ACADEMICS

From JK to Grade 8, Leo Baeck students explore big ideas through hands-on discovery. Rooted in the Ontario curriculum and guided by the International Baccalaureate (IB) framework, our teachers design meaningful learning experiences that encourage students to think critically, collaborate and make connections between the classroom and the world around them. NAME OF UNIT

JK Teacher

JK students experiment with ways to strengthen their structures. Transdisciplinary theme: How the World Works Lines of inquiry: • The different properties of materials • How different materials are used and transformed

AMY GREEN

Unit highlights: Students explored materials through sensory exploration, experiments, and STEM challenges. They examined and compared materials such as wood, plastic, fabric, paper, metal, and clay, learning about their different properties and purposes. Using mystery bags, students relied on their sense of touch to identify and describe materials and compare how they were similar and different. One special highlight of the unit was creating our own Chanukiot out of clay. As part of our STEM exploration, students listened to a Three Little Pigs puppet play and then designed and built houses made from straw, wood, and bricks. They tested their structures using a blow dryer to simulate the

“wolf’s blow” and worked collaboratively to strengthen and improve their designs. Students also explored famous buildings and landmarks from around the world, helping them develop as global learners while discussing the materials used to build structures in different communities. Through collecting recyclable materials and repurposing them into original creations, students also developed environmental awareness. Teacher reflection: Creating Chanukiot with grandparents and special relatives was incredibly meaningful. Students explored the properties of clay as they molded, shaped, and transformed the material into a functional object connected to our Jewish connection and traditions. This experience showed students how materials can change through creativity and exploration while also strengthening the connection between school, family, and community.

NAME OF UNIT

Grade 3 Teacher

RISA AMAR

Transdisciplinary theme: How The World Works (Stable structures are built to do specific jobs and have properties that interact to make them function properly.) Lines of inquiry: • Types, purposes and properties of structures • How strength and stability are affected by shape and materials • How shape, material and design work together to fulfill a purpose Unit highlights: Students worked through an “Idea book” challenge: designing and building a straw-and tape structure strong enough to suspend a small cup. They tested how many cubes (the load) it could support. Using the design cycle, students worked collaboratively to build, test and refine their structures.

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They gained knowledge about structural principles: • structures must be strong and stable to support a load (a wide base increases stability) • triangles, thicker beams, struts and ties strengthen structures • shorter structures are more stable and adding weight to the base increases stability • cylinders are among the strongest 3D shapes as they distribute weight effectively Teacher reflection: This unit connects math (properties of 3D solids), technology (researching real-world structures and presenting in Google Slides), and literacy through procedural writing and reading. Students worked collaboratively to be active risk-takers, inquirers and communicators. They also reflected on their learning and made appropriate changes. The unit culminated in our IB @ LB

ACADEMICS

Clay transforms into a functional and ritual object – a Chanukiah for our family.

Grade 3 families come together to construct student designs.

showcase in December where parents were invited to our classroom to construct the structure that their child designed. There was incredible excitement – some of the parents had more fun building than their children!

Now, with construction happening at school, the children take immense pleasure in standing by the windows of the playground and applying their knowledge about structures. Their learning is coming to life right in front of them.

Transdisciplinary theme: How the World Works (The interaction between the natural world and human societies, specifically how scientific principles explain our physical world.)

thinking was the highlight of this unit for me. Many of the students discovered the true connection between “the chart on the wall” and the world in which they live. Allowing the students free reign to come up with viable solutions and then create a visual representation of the impact of their non-existent element was refreshing. It was an amazing feeling for me as their science teacher to see my students have an ‘AHA’ moment, realizing that the disappearance of something as simple as gold or sodium could fundamentally change human life as they know it.

NAME OF UNIT

Grade 7 Teacher

Lines of inquiry: • The properties and functions of the Elements of the Periodic Table: Understanding the uniqueness of various common elements

DAVID MARTOSH

• The consequences of removing an element: Analyzing the “butterfly effect” triggered by the sudden absence of a chosen element • The (moral, social, economic, political, cultural or environmental) implications and impact of resource scarcity: Examining how the loss of an element affects one of the previously mentioned global factors Unit highlights: Students took on the role of detectives to investigate the “Elemental Erasure” mystery. They explored the science behind how their chosen element is used or evidenced in everyday life. Then they transitioned to explaining how the loss of their element could possibly impact humanity in social, environmental, political, moral or economic ways. Lastly, the students had to imagine a possible solution or substitution for their missing element. From collapsing infrastructure to health issues or alternative modes of transportation and communication, their visual projects highlighted just how much we take our dependence on the elements for granted. Teacher reflection: Watching students move beyond memorization of facts to true conceptual

A Grade 7 student imagines a world without steel or iron to highlight the importance of the elements. SUMMER 26

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a modern take on the BY ADINA LUBEK, PRINCIPAL

COMMUNITY

This year, our Grade 8 students challenged themselves to reimagine the Ten Commandments for today’s world. They reflected on the origins of these timeless principles, given at the beginning of our shared story, and then asked themselves: What do these values look like now? What emerged was not simply a modern rewrite, but a living expression of the values they have internalized at Leo Baeck. While the world changes, the foundations we build our lives upon do not. I am pleased to share the commandments reimagined by our graduating students (with Ms. Lubek’s subtitles). These are not simply ideals written on paper. They are values our graduates have brought to life.

We saw them embodied in the Names, Not Numbers® project, where students sat with Holocaust survivors and preserved their stories. We saw them again in the Community Project, where students stepped forward as leaders, taking initiative, collaborating, and following through on their commitments, even when faced with challenges. Most importantly, we see these values in the way our graduates carry themselves as young Jewish leaders. At a time when antisemitism is rising, their willingness to stand with pride, knowledge, and integrity is significant and necessary. Living one’s

values openly requires strength, and it is a strength they have developed here. The Ten Commandments were never meant to be confined to a single moment in time. They were meant to guide, to ground, and to endure. In creating their own version, our graduating students have shown that these principles are not relics of the past, but living foundations for the future. Building a strong foundation is not about memorizing rules, but about internalizing values and carrying them forward into new schools, relationships, and challenges throughout life’s journey. The Class of 2026 leaves us not only with accomplishments to celebrate, but with a living example of what it means to live with purpose.

1. Honour and respect your family. Recognize that our community is an extension of that family. 2. Be a positive leader, not a follower. In the classroom, on the sports field and with your younger buddies, practice taking initiative, showing empathy, and leading by example. 3. Protect all of God’s creations. We are all created B’tzelem Elohim, in the image of God, and with that comes a responsibility to care for the world and everything in it. 4. Don’t abuse a position of power. Real strength means using your leadership skills to help others, not to control them. 5. Keep your word and follow through on your promises. That is integrity, the foundation of trust.

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“The Ten Commandments were never meant to be confined to a single moment in time. They were meant to guide, to ground, and to endure.”

6. Don’t misuse technology. Remember, everything you post leaves a digital footprint, even if Leo Baeck doesn’t allow cell phones in the building! 7. Do not gossip, and think before you speak. You have discovered the power of words and the importance of fostering a kind and supportive environment. 8. Treat others the way you want to be treated. That’s what it means to be principled: making choices that are fair, kind, and responsible. 9. Come together as a community to support one another. You’ve learned the strength of showing up for each other in every moment. 10. Stand up for what is right even if it is difficult. This is the moral courage our graduates will carry forward, a commitment to stand up for what is right, even when it is difficult.

Becoming Witnesses BY LISA RICHLER, DIRECTOR OF INSTITUTIONAL ADVANCEMENT

JEWISH LIFE

A Leo Baeck education on the March of the Living

This past spring, I had the privilege of serving as a chaperone on the March of the Living, a journey that brings participants face-to-face with some of the darkest and most significant sites of Jewish history in Europe, challenging them not only to remember, but to respond. Among the participants were 20 graduates of Leo Baeck’s Class of 2023, nearly half of the eligible class. In conversation with them, it became clear that a Leo Baeck education is not something our students leave behind, but something they carry forward. We began at Auschwitz-Birkenau, walking through a landscape that defies comprehension, alongside eight inspiring Holocaust survivors. There, Harry Rozendaal z”l shared his testimony, speaking about his mother, who was deported to Auschwitz in 1943 and murdered there. Harry had come on the March to honour her through his story. Just days after participating in the March of the Living, Harry passed away in Warsaw at the age of 95. His presence and urgency underscored a reality that accompanied us throughout the journey: we are among the last generations who will hear directly from survivors.

“When you listen to a witness, you become a witness.” ELIE WIESEL

A quote from Elie Wiesel stayed with us: “When you listen to a witness, you become a witness.” Our students listened with attentiveness, humility, and growing responsibility. At Leo Baeck, that responsibility is not abstract. It is rooted in a commitment to social advocacy and Tikkun Olam, the understanding that when we witness injustice, we must respond to it. The March is intentionally structured as a journey between memory and renewal. In Poland, participants walk through places where Jewish life was destroyed and mark Yom HaShoah in collective remembrance. In a typical year, the journey continues to Israel for Yom HaZikaron and Yom Ha’atzmaut.

Unfortunately, that second chapter did not unfold as planned. Due to the war with Iran, we were unable to travel to Israel. Instead, the program pivoted to Prague and Budapest. Rather than a disruption, it became a different kind of continuity. We still moved through the emotional arc the March is designed to hold: remembrance and mourning, followed by resilience and renewal. We marked Yom HaZikaron in Prague and celebrated Yom Ha’atzmaut in Budapest, moments filled with both joy and a heightened awareness of Jewish peoplehood in a fragile world. Near the end of our trip, my bus group used a Leo Baeck framework to reflect on our time together: What? So What? Now What? What did we experience? So what does it mean? Now what will we do? Students listened carefully and spoke thoughtfully about the moments that stayed with them, the impact of getting to know survivors, and their understanding of what “never again” demands of them. For Leo Baeck students, the question of “now what” is inseparable from the commitment to Tikkun Olam, the responsibility to repair what is broken. Bearing witness is not an endpoint; it is a beginning, calling us to confront antisemitism, stand against hatred in all its forms, and engage as active, ethical participants in the broader global community. I left the March of the Living with a sense that our graduates are well equipped for the lifelong work of responding – of advocating, repairing, and contributing to a more just and compassionate world.

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from the class of 2026/5786 COMMUNITY

BECKETT GOLDFARB

“One Jewish value that is extremely important to me is the study of Torah and Jewish education. After graduating from Leo Baeck, I could have chosen not to continue with my Jewish education but it is something that is a core part of my life and I decided to continue my Jewish learning in high school at CHAT. Even though I have been in a Jewish school for eight years, there is still more I have to learn about Jewish history and the past. Learning more Hebrew and deepening my Jewish identity could one day help me go to Israel and speak to the people there, make new Jewish friends and help out others who might need it. Learning about holidays and traditions over the years has allowed me to help lead prayers and blessings with my grandparents and parents. It especially makes my mom happy to see me leading my family both at home and at school.”

“Throughout my time at Leo Baeck, I have been introduced to many meaningful Jewish values that hold importance in my life. But the most relevant of them all for me is Hoda’ah ‫הודאה‬, or gratitude. I am very lucky to be a part of this LB community, and a lot of the time, I look back and am thankful for all that I have experienced here. The teachers, administrators, my peers, and everyone in‫קהילה‬ this community have really helped shape who I am today. They have taught me through lessons and projects, such as Community Project and Names, Not Numbers, how to make good choices, and have taught me to live my life with integrity. Now that I am graduating, I have the chance to reflect on how grateful I am to be part of an incredibly connected community, and how grateful I am to be Jewish.”

JOSHUA KATZ

‫הודאה‬ “Kehilah ‫( קהילה‬community) is a Jewish value that has been an important part of my experience at Leo Baeck and how I treat others in my daily life. To me, community means working together, including others, and making sure people feel valued. At Leo Baeck, I have experienced Kehilah through group projects, school activities, and more. I have learned that when people listen and share ideas, the result is always stronger than when working alone. I show this value by being respectful in group work, making sure everyone has a chance to speak, and helping classmates when they need it. Kehilah shapes my behaviour and decisions by encouraging me to be kind and collaborative. It also strengthens my Jewish identity because it reminds me that I am part of something bigger than myself, where everyone supports one another.”

SOPHIE SHNIER

Each year, our graduating class celebrates their time at Leo Baeck by creating a Legacy Gift – a meaningful tradition that reflects their commitment to giving back. We are proud to introduce the Class of 2026 Legacy Fund, an endowed fund that will generate annual interest to support key school priorities. This lasting contribution ensures that the Class of 2026 will continue to impact future students for years to come. Rooted in the values of responsibility, generosity, and community, the Legacy Fund is a powerful expression of our students’ ongoing connection to Leo Baeck.

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To support this initiative, please visit www.leobaeck.ca/donate. Thank you for your generosity.

Leo Baeck grads thrive in As we do every year, we surveyed our most recent grads and their parents on their transition to high school to help us continue to strengthen the Leo Baeck experience. I really liked the IB Middle Years Programme and feel ahead of my grade.

WE ARE PROUD TO REPORT THAT:

100% 95%

of students report that their marks are higher or the same as they were at LB.

Leo Baeck prepared me for high school by helping me stay organized, manage my time, and feel more confident with challenging work.

of students were accepted to their 1st choice of high school.

identified as key Collaboration & were strengths gained from the Communication IB Middle Years Programme.

When parents were asked, on a scale of 1 to 5, how prepared their kids were for high school in different categories, this is how they answered: ACADEMIC PREPAREDNESS

4.3

SOCIAL PREPAREDNESS

4.9 MATH

SCIENCE

ENGLISH

At Leo Baeck, my child learned how to think and not just how to study. The Middle Years Programme was an excellent stepping stone for high school, significantly enhancing research, time management, and collaboration skills.

4.3 4.3 4.2

Thank you to our students and parents for sharing your feedback and helping us make the Leo Baeck experience even stronger.

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We see CHANGE MAKERS JESSE PRIMERANO: Class of 2007 Jesse Primerano is a Jewish community professional dedicated to Israel education and strengthening Jewish identity. For more than four years, Jesse served as Executive Director of StandWithUs Canada, inspiring pride, challenging misinformation, and empowering the next generation of Jewish leaders. He was recently appointed VicePresident – Mobilisation, Activism & Engagement at UJA Federation of Greater Toronto. Jesse has led more than a dozen groups on educational trips to Israel, engaging over 1,000 young Jewish adults. This year, he returned to Leo Baeck to lead a powerful workshop for Grade 8 students and parents, helping them build an understanding of Israel’s history, distinguish between political critique and antisemitism, and confidently navigate challenging conversations in today’s complex climate.

“Leo Baeck instilled a deep love and understanding of community, and our shared responsibility to build it together. Ruach, or spirit, was the school’s guiding principle during my years there, that spirit becoming the driving force behind a career dedicated to strengthening the things Leo Baeck taught me to value. Jewish identity. Education. Israel.” Learn more about our LB ChangeMakers! Book a personal appointment: admission@leobaeck.ca 416.787.9899 x 224