baeck+call Summer 2023

baeck+call is published annually and features articles from a wide spectrum of voices that share the school’s mission and vision in practice.

The magazine is distributed to more than 3,600 Leo Baeck parents, grandparents, alumni and friends of the school.

Co-Editors

Janice Prazoff

Tali Schwartz

Janis Seftel

Design/Layout

www.snack.is

Printing

Incredible Printing

Photography

Elie Landesberg

THE LEO BAECK DAY SCHOOL

501 Arlington Avenue Toronto, ON M6C 3A4 Phone: 416.787.9899

General Inquiries

info@leobaeck.ca

Stay up to date with what’s happening at Leo

Baeck

Back to connecting in person

We spoke about the power of connection many times this year, both connecting and reconnecting. We are so excited to now have the in-person connections that we missed out on over the last couple of years: the Leo Baeck Parents’ Association (LBPA) Back to School BBQ, Adult Night and Challah Bake, the joy of JK families celebrating Shabbat with cuddles and singing, a true Purim celebration, the Grade 2 Torah ceremony where students proudly showcased all they’ve learned and so many more. Being able to have these events in person felt new and exhilarating and highlights the importance of our vibrant community.

For the first time in my life, I sat shiva this year after the passing of my mother in May. The connections to Leo Baeck made a powerful impact on the experience. The hundreds of parents, grandparents and staff, and even the handful of students who came to the funeral or shiva reminded me each day of the community that we have built in my 24 years at the school.

At Leo Baeck, we aim to nurture each child academically, spiritually, physically and artistically, while providing a modern and meaningful Jewish educational experience – and have been doing so for almost 50 years.

Leo Baeck extends beyond our students to include parents, grandparents and special relatives because keeping the community strong and engaged is at the heart of our connection.

Eric Petersiel, RJE Head of School

A connected approach to growth Plan

Our 2022-2027 Strategic Plan envisions goal-setting from a holistic approach. This provides us with a broader view of our intent and acknowledges that our goals do not stand alone. This integrated design allows us to achieve more, recognizing that each action impacts multiple objectives.

THE STRATEGIC PLAN WILL GUIDE OUR EVERYDAY AND LONG-TERM DECISIONS.

Jewish Identity

Helping students to understand that Reform Judaism opens the widest possible tent to Jewish expression so that all may feel welcome.

Social-Emotional Wellbeing

Creating an atmosphere where every student can come to school as their full self, ready to contribute and able to receive new information.

Operational Excellence

Ensuring that we have pluralism in our workforce to attract the best employees and ensure they flourish in their careers.

Differentiated Learning

Focusing on differentiated learning ensures that all types of learners and personal experiences, interests and beliefs are leveraged to propel students forward and achieve even greater learning outcomes.

“Our Strategic Plan is communicated using a Venn diagram showing Leo Baeck’s four main objectives amplified as they connect with an overlapping purpose. The core objectives have the labels: Differentiated Learning, Jewish Identity, SocialEmotional Wellbeing and Operational Excellence. Each strategic decision we make as a school furthers at least two, if not three or all four, of these objectives simultaneously.”

ERIC PETERSIEL, HEAD OF SCHOOL

Real-world

BY DANIEL ABRAMSON, TIKKUN PROJECT CURRICULUM DEVELOPMENT DIRECTOR

How our lessons take shape beyond the classroom

Differentiated Learning

Jewish Identity

Social-Emotional

Wellbeing

Tikkun Project

If we had to distill all of Jewish learning into one key concept, what would it be? There’s a famous story from the Talmud that suggests a powerful answer…

One day, a young man came to see the famous Jewish scholar, Shammai. The young man explained that he was not Jewish, but that he would agree to convert to Judaism on the spot if Shammai were able to explain the whole of the Torah while standing on one foot. The story goes that Shammai, insulted by the ridiculous request, sent the young man away. The very next day, the same young man came to see Hillel, the great Talmudic sage and contemporary of Shammai. Hillel thought carefully, agreed to the challenge, stood on one foot and said, “That which is hateful to you, do not do to your neighbour. That is the whole Torah; the rest is the explanation of this — now go and study it!” (tractate Shabbat 31a)

Our mission statement shows what we hope to accomplish as a school. We want to inspire students to be creative and critical thinkers, with the hope of developing a deeper understanding of themselves as members of the Jewish community. We aim to give students the tools they need to make positive change as engaged global citizens. They must feel confident that they have the knowledge and skills needed to create a better world. To achieve our vision, the curriculum must drive them to investigate, practice and refine their strategies for meeting our educational goals. The Tikkun Project is a key component of how we do that.

MISSION STATEMENT

in action

The powerful lesson taught in this one short story is reflective of the goals we hope to accomplish through the Tikkun Project. The project brings together critical thinking, Jewish values and social action. In every grade, students develop their understanding of fairness and their responsibility to others. The final step is creating opportunities for students to apply their developing competencies to real-world challenges connected to the core curriculum in Grades K to 8.

Leo Baeck, a nurturing and inclusive Reform Jewish day school, provides International Baccalaureate academics paired with a modern approach to Judaism, honouring tradition and encouraging individual choice. We inspire students to be creative and critical thinkers who understand themselves and their responsibility to the world around them.

Students packed supply kits for kids in JIAS’ summer program for newcomers to Canada.

See The Tikkun Project

is more positively aware of differences among people in his community. He is more understanding of the needs of others and is learning to help peers overcome the challenges they may have.”

But how do we know when we are successful? When the Tikkun Project first launched, we asked ourselves, “What would students be able to do that could signal to us that they have gained the awareness, inclination and ability required to graduate as the global citizens that we hope they will be?” Several indicators emerged from conversations about these questions, making them central to shaping the way we define educational success.

We would know that students are thinking critically when they do things like make informed choices, use new information to confirm or revise their ideas or investigate the causes and impacts of challenging issues.

In Grade 4, students examine the most significant causes and impacts of homelessness in the community. In Language Arts, the class read a number of stories like Crenshaw and The Remarkable Journey of Coyote Sunrise, which depict different experiences of poverty and homelessness. Later, when one student, Ella, explained to her teacher that she wished that the characters in the novels had access to the support of agencies like Ve’ahavta, she showed that she was making relevant personal connections between what she was reading in class and the real experiences of people in our local community. Ella was moved to take action and collected almost $5,000 in gift cards to support individuals who rely on Ve’ahavta. When the concepts learned in class shape the way that students approach problems independently beyond the walls of the classroom, we can see that we are hitting the mark.

We know that students have developed the awareness and commitment needed to be difference makers when they model for others how to make positive change. Last year, inspired by the example of

SK students learned about healthy food, activity and self-regulation. They used their knowledge of nutrition to make a wholesome soup for clients of a local shelter.

As part of their unit on food security and to develop their understanding and engagement of food systems, Grade 5 students planted kale, corn and cucumber.

Grade 4 students made sandwiches to support Ve’ahavta’s meal train program. Ve’ahavta staff helped students better understand the needs that people experience when they lack adequate food and shelter.

“I believe very strongly in the Tikkun Project. Being a First Nations individual and working with our community, I believe our world needs this more than ever. Starting with our kids and teaching them how to treat people with kindness and empathy.”

DOUGLAS TRUDEAU, OWNER & FOUNDER OF 4WINDS CATERING AND FORMER HEAD CHEF AT NA-ME-RES

“I believe my child

STEPHANIE SILVER, GRADE 3 PARENT

“This unit has made a tremendous impact on Mia. She has been so thoughtful about accessibility and wants to support Silent Voices at her birthday party through ECHOage. We appreciate Leo Baeck’s role in teaching students how to think about and care for others with differing needs.”

“My son has been particularly engaged in the Atlantic salmon project and seems to have connected this year to the themes of environmental conservation and broader social issues.”

Josephine Mandamin, an inspirational Indigenous environmental advocate, students in Grade 2 made posters to teach others about the importance of water conservation and went on a “water advocacy walk.” This year in Grade 2, students participated in a conservation project with the Toronto Zoo to help restore extirpated Atlantic salmon to the local watershed. When students are able to confidently explain how their own actions have a positive impact on individuals, communities or the environment, we know that they are developing the skills they need to be successful advocates for change.

Learn more about our very own salmon hatchery

When we think about what success would look like, we also look at how and when students make connections between their actions and Jewish values. In Grade 5, students learn about government, food insecurity and Indigenous communities in Canada. The culminating student-led experience of the Primary Years Programme (PYP) allows Grade 5 students to choose and research an important issue and make an action plan to help address the problem. Throughout

the year, students consider how traditional wisdom can be brought to bear on modern problems. When students can identify ways that Jewish thinking is relevant in their pursuit of a more just and inclusive world, we see evidence that they are meeting the goals that we hope they will achieve.

A recent survey showed that an overwhelming majority of students have been positively impacted by their engagement with the Tikkun Project. They are applying their learning in creative ways beyond the classroom to create the world that they want to see.

“When Tikkun Olam elements are integrated into Judaic Studies, students are engaged in real-life experiences and readily able to apply their knowledge about Jewish teachings and values to authentic real-life situations.”

LEAH MAMALIDER, GRADE 5 TEACHER

JEN EHRLICH, GRADE 2 PARENT

ROBYN KATZ, GRADE 1 PARENT

Grade 1 students learned about how all people can participate fully in life at Leo Baeck. They met with educators from Silent Voices and learned about how people who are deaf or hard of hearing can be supported within their schools.

Connection through

BY ADINA LUBEK, PRINCIPAL

With dynamic and innovative leaders in the field, our team had opportunities to examine and ultimately apply differentiation through a variety of lenses.

• Fall PD session – Dr. Laurie Faith spoke to staff about executive functioning skills and overcoming daily barriers to learning.

• Winter PD session – Dr. Todd Cunningham spoke to staff about classroom management and adapting practice for diverse learners.

• Spring PD session – Damian Cooper led staff in learning about differentiated assessment and the need for balanced assessment approaches to reach all learners.

Our professional development on differentiation touched upon several school goals:

1. Our Strategic Plan emphasizes an integrated approach to growth and evolution; the work done to deepen our understanding of differentiation followed this same philosophy. Growth in Differentiated Learning led to growth in many other Strategic Plan areas.

This year’s collective professional development centered on differentiation and a shared desire to provide our students with a program that both honours and addresses the uniqueness of each individual.

With support from a variety of experts, we reflected on our practices and approach in differentiating students’ learning as well as broadening how we define and create opportunities for students to experience differentiation. We worked to shift our thinking from a lesson-by-lesson approach to a holistic consideration of attending to unique needs through all aspects of the classroom environment. This meant examining how students are organized physically in their space, how they work with others, the many different ways in which curriculum could be presented and digested, as well as the social and emotional factors that are involved in each of their experiences. For teachers, this meant further developing skills in planning, presenting and creating learning provocations in the classroom. “How can we connect with as many students in as many ways?” was a question that guided our work.

Through supportive experiences, teachers took on challenges independently, in groups, completed peer observations and honed their skills on giving and receiving feedback focused on finding evidence of differentiation in the classroom. Every member of our teaching team was equally challenged and engaged, enjoying the benefits of a growing confidence in their practices.

2. Expanding our definition of differentiation and broadening opportunities for this concept furthered our work as an IB school. We champion student voice, choice and agency, honouring the ways in which students want to engage with the curriculum.

3. After several years of online learning throughout the pandemic, students and teachers returned to a more hands-on, personal and connected approach to learning.

This kind of work seeks and inspires professional connection. It requires trust, partnership, collaboration and sharing. Through our Kadimah (forward) growth mindset program, teachers meet regularly with their administrative coaches to review their work and stay accountable to their goals. It is through this experience that teachers share the positive impact of a widening lens of differentiation and how it unfolds within their own context. What we have witnessed is a deep appreciation for creating a school environment that truly highlights our mission: to create a nurturing environment. We continue to be committed to creating a school community where students are seen, cared for, supported and challenged on their path of growth.

As the school’s Principal, I feel extremely proud to work in a space where teachers are as dedicated to their own learning as they are to that of their students.

Staff learned about Differentiated Learning with formative assessment guru and author Damian Cooper during a professional development day.

Find out how Differentiation is thoughtfully considered in planning and instructional approaches

Arts Athletics

Connected beyond the classroom

Students at Leo Baeck experience a balanced learning environment where they are exposed to a variety of forms of expression. This comes through strongly in their engagement with Arts and Athletics.

Building Belonging Differentiated Learning

Jewish Identity

Social-Emotional Wellbeing

A holistic educational experience includes attending to students’ opportunities to physically strengthen their bodies, explore teamwork and encourage healthy competition. This area is consistently a boost to mental health and concentration which flows into academic areas. So, too, with artistic mediums –visual arts, performing arts and music – which are essential for offering a differentiated learning experience for students.

When graduating classes reflect on their time at Leo Baeck over 10 years, often the most empowering memories stem from inclusion in a sports team or stepping into their own in a musical. We are proud of the calibre of these programs and the opportunities they create for students to develop mentally, physically and emotionally. Valuing these areas provides an opportunity for students to see themselves thrive beyond the classroom setting.

“At Leo Baeck, we are encouraged to think creatively in our work and engage in activities like dancing, art and music. Creativity shapes my behaviour and choices by striving to be open-minded about new ideas while seeking inspiration from everything around me. Through passions like art, as well as storytelling, I deepen my connection to the Jewish culture and find others who share the love of creativity in their Jewish identity.”

ERIN, GRADE 8 STUDENT

JK students participating in music drum circle with Living Rhythm Canada.

Grade 5 students enjoying gym time.

Critters unit with Middle School Art teacher, Gene Teeger.

Selfies project with Middle School student Kylie.

Cast of Mamma Mia!

Middle School Girls soccer champs.

Middle School Boys softball champs.

Sam Fruitman, Phys. Ed Teacher.

Grade 3 students (L-R): Rosalie, Hannah and Yuval, sharing Picasso Cubism project.

with the written word

BY JOANNE ROITMAN, MIDDLE SCHOOL TEACHER

Exploring how powerful literary experiences shape our way of thinking

My story at Leo Baeck began as a student in Mr. Bender’s Grade 8 Language Arts class. I was handed a copy of Lord of the Flies, the gruesome pig’s head staring up at me from the cover of the book – I didn’t think I’d enjoy this one.

As we read through the first chapter, something life-altering happened. Mr. Bender told us to pick up our pencils, pens and highlighters and mark up the book. Mark up the book? He told us to underline phrases that spoke to us, circle words that caught our attention and write our reactions in the margins. I was in shock. This was sacrilegious – I didn’t think you could write in a book. We looked at each other with wide eyes and disbelieving smiles. We were defacing a book – at school!

Over the course of the school year, we studied numerous texts and with each of them, we picked up our pencils, pens and highlighters and marked them up. This simple act – at first seemingly rebellious – was actually a practice of analysis, and led me to my love of literature. Fast forward 16 years, and I am now a Middle School teacher working to foster the same passion in my students.

Books, stories shared and journeys explored have the power to impact the way we understand ourselves and others. Each page offers lessons – the

development of our capacity to empathize and deeply understand the perspectives of others.

We Remember is an interdisciplinary Holocaust unit that students explore through both their Language & Literature and Individuals & Societies classes. The course of learning explores the events of the Holocaust as a way of understanding our history and identity as Jews. Ultimately, it helps generate a global understanding of genocide, encouraging students to explore ways of memorializing and protecting individuals and their stories. The statement of inquiry that guides our learning is, “Understanding the past can shape identity, safeguard memory and foster empathy.”

In our Language & Literature class, our focus was on the personal and emotional experience of the Holocaust. As hearing directly from survivors is more challenging today, we leaned on a variety of books to engage with these painful and heroic stories.

No longer in the presence of a survivor, one might wonder if the stories students read will impact them in the same way. I can attest, though, that through this experience something special happens when you provide students with exceptional book choices. They each selected a biography or autobiography that piqued their interest and I witnessed how the power

DESMOND BENDER, MIDDLE SCHOOL TEACHER AT LEO BAECK, 1994-2022

Differentiated Learning

Jewish Identity

Social-Emotional

Wellbeing

Teacher Development

of their choices paved the way for them to have a deep connection with the learning material. We fostered stronger connections to their Jewish identities and they felt proud of their Jewish heritage.

The students’ summative assessment integrated their historical knowledge from Individuals & Societies, where students chose a creative medium to memorialize the legacy of the Holocaust. Through drawings, paintings, collages, mosaics, sculptures, short stories and photo journals, students contextualized challenging themes such as survival, courage, liberation, resilience, power and hope. These beautiful memorials express the depth of understanding and the emotional connection these students were able to make.

This is my first year as a Middle School teacher and my first time tackling this difficult subject area with students. I drew courage and inspiration from my own experiences and from Mr. Bender’s deliberate teaching about connecting with the books we read. The pages of a book offer a safe space to react, confront and sit with a story’s message. Throughout the unit, the ties between us were strengthened as students and teachers, responsible global citizens and faithful Jewish people.

“The book I chose for my project was Anne Frank Remembered by Miep Gies and Alison Leslie Gold. Miep Gies put her life at risk to help Jews and even though she had to constantly live in fear of being caught, she still helped them. Safeguarding Miep’s story is important because people should get to know how courageous she was.”

MERRILL, GRADE 7 STUDENT

ASHTON, GRADE 7 STUDENT (ARTWORK SHOWN LEFT)

Kristallnacht, The Night of Broken Glass – November 9 and 10, 1938

A coming

Thanks to the meaningful connections within our community, we were able to raise over $650,000 throughout our Annual Campaign culminating on the Day of Giving.

There are so many amazing initiatives that the money raised will support and we are excited for the continued enhancements we are able to make to benefit our students. A heartfelt thank you to the many volunteers on the Day of Giving, including parents, grandparents, alumni, staff and Board Members, who gave their time to help us make a better Leo Baeck.

Giving back

In gratitude to all the supporters of our Annual Campaign

We thank our generous and philanthropic community for helping us make Leo Baeck a place of exceptional learning.

LESLIE MICHAELS AND KEVIN COHEN

Our family began our Leo Baeck journey when our son Michael started SK in 2013. Michael is now a Leo Baeck alumnus and currently attends TanenbaumCHAT. Our daughter, Anne, is currently in Grade 7 at Leo Baeck and will graduate in 2024.

We are extremely grateful for the high-calibre education, the social and emotional support along with a caring community and wonderful friendships that Leo Baeck provides. There is no question that the teachers at Leo Baeck are special – they supported, encouraged and nurtured our children through their years at Leo Baeck.

We hosted Lior Cohen in 2020 as part of Leo Baeck’s Shinshinim program where Israeli teens volunteer between graduating high school and starting their IDF service. This year, we have been fortunate to host Ella Payorski. The Shinshinim work tirelessly, sharing a love of Israel with our students and community. We hope that families take the opportunity to host Shinshinim to support this amazing program. Our experience has been so positive.

(L-R): Kevin, Michael, Anne and Leslie.

MARCIA GILBERT AND RABBI SHALOM SCHACHTER

We currently have two grandchildren at Leo Baeck. Ella is in Grade 1 and Zoe is in SK, and we look forward to their two younger siblings joining them in the next few years!

Leo Baeck is more than a school. It is a caring and inclusive community. We witness the positive effect on our grandchildren who are benefiting from the education, values and spirit of Leo Baeck. The integration of Jewish and secular studies helps prepare them for a lifetime of Torah and ma’asim tovim (good deeds) as contributing members of society. The Haggadah emphasizes the mitzvah of v’higadita l’vaynecha – passing down Jewish traditions to our children – and Leo Baeck is an important partner in this shared responsibility between home, school and community.

As we trust the administration to allocate funds where they will have the most impact, we donate to the School’s Greatest Need fund.

MARNI BANACK AND BEN MOGIL

Our three children are currently at Leo Baeck. Caleb is in Grade 1, Rory is in Grade 5 and Zoey is in this year’s graduating class. Jewish education is very important to both of us and choosing Leo Baeck was an easy decision. The holistic and global approach through the IB, paired with Jewish values enables students to develop their personal Jewish identity and an understanding of the world around them. At Leo Baeck, our children’s participation in Tikkun Olam initiatives has allowed them the opportunity to demonstrate their care and responsibility for others.

We have always found a way to get involved with Leo Baeck. We have given time to the LBPA as well as sitting on the investment/endowment committee. Beyond volunteering, we donate to the School’s Greatest Need fund, as it allows Leo Baeck to put the funds towards a wide variety of needs that are identified as high priorities for the school.

(L-R): Rabbi Shalom, Zoe, Caleb, Ella, Karen, Noa and Marcia.

(L-R): Ben, Rory, Zoey, Caleb and Marni.

In gratitude

Your commitment to Leo Baeck helps us build creative, thoughtful and empathic future leaders.

Contributions by Fund:

$257,000 School’s Greatest Need

Total $675K

Thank you for your contributions to our Annual Campaign funds:

SOCIAL-EMOTIONAL WELLNESS 

The Leo Baeck Day School fosters a nurturing culture that promotes the seamless intersection between Social-Emotional Wellbeing (SEW), academics and Jewish values. Our SEW framework supports the overall development of students and the wellbeing of our community of teachers and families.

$157,000 Health & Wellness

$103,000 Special Needs

$46,000 The Tikkun Project

$42,000 Tuition Assistance

$28,000

LB@50

$18,000 Grad Legacy

$18,000 Arts

$6,000 Other

‡ PERFORMING & VISUAL ARTS

Raising funds for a rich and varied performing and visual arts program is essential to our whole-child philosophy. The arts are taught within the IB Framework, placing skills development and critical thinking front and centre (pun intended!).

‡ THE TIKKUN PROJECT

The Tikkun Project has a dual effect: learning about social action and making Jewish education more relevant by connecting day-to-day actions to students’ identities as Jewish people. The Tikkun Project curriculum blends critical thinking and cultural and community values with hands-on action to promote students’ sense of agency and ability to tackle real-world problems like poverty, climate change and inequality.

2022-23 campaign donors

Gifts received May 30, 2022 – June 30, 2023

Deborah and Darren

Abrahams

Karen Kollins and Daniel Abramson

Cindy and Neil Abramson

Jamie Abtan

Evelyn and Adam Adler

Megan Ahmad

Sam Gershkovich and Jonathan Ain

Kaley Ames

Larry Anklewicz

Anonymous

Michelle Burke and Jordan Antflick

Marni and Jason Appel

Applebaum Family

Mira and Kyle Appleby

Sharon and David

Appotive

Yoni Silberman and Ryan Appotive

Rhona and Lenny

Arenson

Jessica and Adam

Armeland

Adele Aston

Axmith Family

The Azrieli Foundation

Amy Baena

Nancy Baker and Family

Aylene Balinsky

Barbara and Henry Bank

Leah Potash and Dan Bank

Deborah Bank

Rachel Bascom

Kimberley and Tal

Batalion

Mary Batalion

Oren Baum and Anat

Cole

Elissa and Justin Beber

Harold and Rene Becker

Jessica Lax and Jeremy

Bell

Dr. Rhonda Wilansky and Israel Ben-Ishai

Ari and Lorry Bensimon

Gary Bensky

Ayelet Bercovich

Gillian Pesner, Barry

Berens and Family

Brenda and Lowell

Berger

Faryn Berger

Fran Berkoff

Michelle Bernstein

Rabbi Arthur Bielfeld

Mary and Benny Bien

Elisa and Michael Bien

Magi Binyamini

Jen and Sol Birenbaum

Esther and Shuki

Birenzweig

Haley and Yoram

Birenzweig

Morli Shemesh and Marc Bissell

Eric and Naomi Bissell

Nicole and Jordan Black and Family

Bonnie Bloomberg

Dana Blufarb

Laura and Hartley

Blumenfeld

Christine and Russ

Blumer

Amy and Chuck Boddy

Messod Bohbot

Lisa Bonen

Bonkowski Family

Natalie and Ian Bookman

Borden Ladner Gervais LLP

Dana Dalal-Borenstein and David Borenstein

Born Family

Susan and Abraham Born

Esther and Allan Bortnick

Rebecca Drory and Robbie Bossin

Erika Rubin and Adam Breslin

Eve Halpern and Jerome

Breslin

Adam and Fern Brody

Courtney and Stephen Brown

Robyn Buchman

Lindsay and Adam Budd

Yvette and Randy Burke

Erica Mendelson and Stephen Burns

Jennifer and Jason

Burstein

Marcia and Alex Burstein

Mia Jacobs and Jared Cantor

Norma and Jan Caron

Jessica Kaplan and Brandon Carson

Frank and Marlene Cashman

Cindy and Garry Cass

Graeme Casson

Laura Gutkin and Matthew Chaplin

Marci Turner Charyk and Jonas Charyk

Linda and Rafael Charyk

Daniel Horwitz and Rochelle Chester

Leslie Michaels and Kevin

Cohen

Ellen and Ron Cohen

Joan and Zane Cohen

Shoshi Greengarten and Adam Cooper

Sharon and Jerry Cooper

Maura and Harvey Cooperberg

Laura Crangle

Robin and Eli Cranley

Crowe Soberman LLP

Lisa and Jeff Dack and Family

Nancy and Joe Dack

Jesse and Miri Davidson

Jordana Huber and Daniel Debow

Gail and Stan Debow

Sarah and James Deitcher

Marc and Elisabeth

Demone

Alexa Feldberg and Dustin Dennis-Anklewicz

Nancy Deskin

Lindsay and Michael Detsky

Carly and Ari Diamond

Tina Urman and Carey

Diamond

Shelby Gold and Cole

Diamond

Nina and Harvey

Diamond

Amanda and Jonathan

Diamond

Nisa Krongold Diamond and Matthew Diamond

Janette and Michael

Diamond

Katie Cohen and Shayn

Diamond

Carol and Sheldon

Diamond

Karen and Stephen Diamond

Lindsay and Adam

Ditkofsky

Paula Dodick

Joyce Douek

Alana and Lenny Drimmer

Beth and Allan Eckhaus

Debby and Gerald

Edberg

Karen and Tom Ehrlich and Family

Evy Eisenberg

Meg and Erez Eizenman

Suzy and David Elster

Lynda and Jeff Engel

Lianne and Darren Ezer

Paul and Isabel Faibish

Alysa-Beth Engel and Mitch Faigan

Esther and David Fairbloom

Sheryl Faith and Family

Deborah Rogers and Adam Farber

Barbara and Peter Farkas

Robyn Feldberg and Jarred Katz

Rochelle Feldberg

Helene and Robbie

Feldman

Howard Feldman

Samantha, Michael, Emmet and Caleb Feldman

Sara Feldman

Susan and Allan Fenwick

Daphne and Kyle Fenwick

Mimi and Stan Fienberg

Karen and Ron Filderman

Rosa Firsten

Helene and Allan

Fishman

Leanne Campbell and Ken Fishman

Sara Mitchell and Ryan

Fishman

Melannie Axler, Rob Flicht and Family

Claire Flotner

Barbara and Gary Fogler

Gladys and Lloyd Fogler

Min Yao Fogler and Lionel Fogler

Julius Fortis

Joanne and Garry Foster

Mitch and Jodie Fox

Katie Frank

Julie Michaels and Joseph Frankel

Jaclyn and Adam Freedman

Julie and Andrew Freedman

Jo-Anne Freeman

Kelly and Josh Freeman

Hyla and Leonard Fridman

Patty and Allan Friedland

Allison Cepler and Michael Friedman

Shoshana and Sam

Fruitman

Penny Fine and Hugh Furneaux

Shayna and Sean Galante

Rabbi Steven and Lisa Garten

Jessica and Mark Gelfand

Aggie and Joel Geller

Syndie Geller

Faina and Alexander

Gershkovich

Eleanor and George Getzler

Wendy Goldman Getzler and Matthew Getzler

Esti Sidis-Gillis and David Gillis

Kari Gleicher

Glick Family – Jeremy, Karen, Jacob and Hannah

Aaron Glickman

Shawnee and Herschel Glickman

Samantha Fienberg and Mitchell Glickman

Sharon Golberg and Mor Farhy

Sharon and Steven Gold

Elaine and Morty Goldbach

Bunny Goldberg

Marlie and Daniel Goldberg

Nazli and Axel Goldenberg

Barbara Goldenberg

Ronit and Eran

Goldenberg

Kim Pasternak

Jessica and Laurence

Payne

Rhoda Payne

Heather Brown and Eric

Perelshtein

Marni and Hersh Perlis

Sarah and Morris Perlis

Danesh Persaud

Tami Moscoe, Eric

Petersiel and Family

Shauna and Steve Pichosky

Clare Hutchinson and Brian Pinchuk

Amy and Aaron Platt

Dean and Erica Podolsky

Larraine and Larry

Podolsky

Jennifer and Daniel Pollack

Nancy Pollack and Family

Jenn and Ian Pollick

Carolyn Polster

Cheryl and Alan Posner and Family

Stacey and David

Posner

Ashlee and Doron

Posner

Rebecca Cooper, David Poster and Family

Greg Poster

Ellen and Ari Powell

Janice Prazoff and Family

Julia Preston

Caryn Markman and Peter Puzzo

Shelley and Sam Rabinovitch

Adrienne Fine-Furneaux and Brian Radnoff

The Radowitz-Green Family

Norah and Yoni

Rahamim

Natalie and David Rashkovan

Reby Family

Mara and Pablo Reich

Lauren Greisman and Daniel Rethazy

Pauline Rezmovitz

Lisa Richler

Andrea Rifkin and Family

Nina Rothman, Eric Riz and Family

Kyle Gordon and Frank Robinson

Rachel Goldman

Robinson, Marc Robinson and Family

Irma and Morris

Robinson and Family

Richard Rodney

Irith Rosen

Amy Rosenberg

Ashleigh Rosenthal

Lauren Switzer and Rahmiel Rothenberg

Beatrice Rothman

Clifford Rybko

Janet and Michael Ryval

Moira and Herbert Sacks

Jaclyn Saks

Jordie Saperia

Joanna and Jamie Sarner

Randi and Peter Satok and Family

Elizabeth Sauder

Hilary Sauder

Marcia Gilbert and Shalom Schachter

Zavi Lerman-Schmidt and Wayne Schmidt

Jackie and David

Schwarz

Tali Schwartz

Maxyne Segelbaum

Maria and Gil Shcolyar

Gillian Eliahoo and Jason

Shedletsky

Janice and Phil

Shedletsky

Anita and Ralph Shedletsky

Cynthia and Abe Shedletzky

Rhonda Cohen and Mike Sherrard

Francine and David Shields

Hailey and Daniel Shiff

Janet and Norman

Shiner

Simmy and Robert Shiner

Jennifer Minuk and Kevin

Shnier

Wendy Fine and Harry

Shizgel

Ricky and Nissan Silberman

Edith and Bruce Silcoff

Barbara Silver

Silver Family Foundation

Margo Silverman

Cheryl Glassman and Brian Simon

Pat and Pekka Sinervo

Iris Glaser and Eli Singer

Rebecca Greenberg and Marshall Singer

Miriam and Michael Slan

Slan-Jerusalim Family

Albert Sliwin

Ronna Rubin and Phil Smith

Jenna Sobel and Family

Randi and Jeremy

Solomon and Family

Janis and Gary Soren

Gayle Spetter

Ali and Jamie Spinner

Adele Sacks, Jamie Spotswood and Family

Shari and Arthur Standil

Judy and Igor Steiman

Barbara Steinberg

Diana Shedletsky and Daniel Steinberg

Cheryl and Mark Steiner and Family

The Steinhauer and Otto

Families

Laura Hans and Mitch Steinman

Josie Stern Real Estate

Ellie Avishai, Brian Studniberg and Family

Etta and Alan Sugarman

Tamara Green and Bram

Sugarman

Tamara and Dror

Sussman

Barbara and Marty Sversky

Alina Tabak

Marilyn and Allan Taitz

Mayta and David Tannenbaum

Sara Tannenbaum

Jessica and Michael Tarr

Ellen and John Taylor

Gene and Mark Teeger

Jillian Greenspan

Tishman and Lee Tishman

Carole and Stephen Title

Miriam and James Toste and Family

Miriam and Michael Trehearne

Sylvie and Ilan Tsafnat

Esther and Alan Turner

Annabel and Stan Turner

Ruby Knafo and Andrew

Unger

Alexis Ungerman

Rosie and John Uster

Tami and Mark Uster

Laura Shiner and Micah

Vernon

Loren Arenson and Mike

Wagman

Ilana Walderman

Jennifer and Robert Walsh

Kimberley and Craig Walters

Warshafsky Family

Lori Wasserman and David Bitton

Anna Solomon and David Watkins

Allan Weinbaum

Joe Weinberg

Yotam Weiner

Lexi Weinstein

Donna Habsha and Mark Weinstock

Faigie and Joe Weinstock

Stacey-Lee Harf and Robert Weiss

Lynda and Marvin

Wenger

Brooke Werger

Patricia Title and Stuart

Wilson

Annette and Ted Wine

Jodi and David Winter

Jill and Larry Winton

Richard Azevedo and

Harvey Wise

Lauren Kimel Wise and

Jamie Wise

Ilana Cyna and Robert

Wise

Michelle and Daniel Wittlin

Laurie Permack and Samanatha Wolfish

Louise and Andrew

Wolfson

Ricki Wortzman

Jodi and David Yackness

Donny Young

Steffi Black and Mark Youngman

Nicole and Avi Yurman and Family

Sarah Yurman

Shari Zacks

Sara Zatzman

Julia and Daniel Zatzman

Danielle Cooper and Adam Zeldin

Joyce and Fred Zemans

Rebecca and Kevin Zicherman

Robi and Mili Zicherman

Show your support for Leo Baeck

Your donation helps advance our mission in critical ways.

2023 ANNUAL CAMPAIGN TOP PRIORITY FUNDS

• School’s Greatest Need

• The Tikkun Project

• Health & Wellness

• Tuition Assistance

• Arts

• Special Needs

TO DONATE

To discuss your gift or dedication opportunities, contact the Development Office: development@ leobaeck.ca or donate online at leobaeck.ca/donate

A charitable receipt will be issued for the full amount of your gift.

DEVELOPMENT

STAFF

Michael Bien Director

Ayelet Berkovich Senior Development Officer

Donate now!

“Leo Baeck holds an important place in all our families’ lives. As members of the Board and parents in the school, we feel lucky to be part of this wonderful community. Our hope is that the Life & Legacy program will help to ensure that the school can fulfill its mission for years to come and that future generations of Leo Baeck students can be as positively impacted by the school as our children have been. We are proud to be a part of this program and look forward to staying connected to the Leo Baeck community for years to come.”

WITH GRATITUDE FROM THE DEVELOPMENT OFFICE

We extend our gratitude to Mandie Orvitz, Marc Bissell, Lisa Dack and Mitchell Glickman for committing to a legacy gift to The Leo Baeck Day School via a Life & Legacy Letter of Intent. Life & Legacy is a partnership between the Jewish Foundation of Greater Toronto and The Harold Grinspoon Foundation (HGF) to promote legacy giving to ensure a vibrant Jewish community for future generations.

To join our Life & Legacy giving society, please contact: Ayelet Bercovich, Senior Development Officer abercovich@leobaeck.ca or 416.787.9899 x 253

(L-R): Mandie Orvitz, Marc Bissel, Lisa Dack (Immediate Past President) and Mitchell Glickman (Board President).

Our CAIS

BY CLAIRE FLOTNER, DIRECTOR OF OPERATIONS AND DR. SETH GOLDSWEIG, VICE PRINCIPAL – CAIS SELF-STUDY COORDINATORS

In 2018, Leo Baeck officially received its CAIS accreditation, joining a community of over 90 independent schools across Canada. Receiving and maintaining accreditation requires a reflective process focused on continuous school improvement.

This fall, Leo Baeck will undergo a review in order to maintain its accreditation, which happens every five years. The re-accreditation process involves a visit and in-depth review from a team of professionals selected from CAIS schools across the country. The team examines every aspect of our school, ensuring we continue to meet a high set of standards and provides recommendations for ongoing improvement. This visit will follow a year-long self-study, currently underway, which has us assess ourselves across each of the following areas:

• School Purpose

• School Leadership

• Governance

• Education Program Foundation

• Learning and Teaching

• Student Wellbeing and Support

• Essential Concepts

• Recruitment and Community Engagement

• Human Resources

• Finance

• Facilities and Infrastructure

The self-study process allows the opportunity for an introspective and critical look at how we deliver education. It requires careful consideration to ensure that what we do is intentionally connected to and driven by our school’s Mission and Strategic Plan.

The value of being a part of the CAIS community extends well beyond the accreditation process itself. Access to a broad network of some of the best independent schools in the country allows us to make connections with professionals at those schools. The CAIS community offers invaluable learning which serves to drive our continuous improvement across all aspects of school life.

Members of the Leo Baeck team have been honoured by being invited to sit on the visiting committees at other CAIS and CAIS-candidate schools. Bringing our expertise to those schools allows us to offer insight and feedback to our peers and gives us the opportunity to learn from others.

We look forward to inviting the CAIS re-accreditation team to our school in November to showcase the amazing work we have done over the past five years and gain insights for continued growth at our school.

The Self-study

“The Canadian Accredited Independent Schools (CAIS) is a community of independent schools who choose to meet and exceed rigorous National Standards that inspire continuous whole school improvement.” cais.ca

Operational Excellence

Teacher Development

on connection

We caught up with students to see how being a part of the Leo Baeck community has fostered connection in their lives.

“I feel connected to all my friends and my teachers. Everyone’s different, but we are all the same inside. My teachers make me feel appreciated.”

"My Jewish identity shines brightest at Leo Baeck when I'm singing songs at Kabbalat Shabbat and celebrating holidays like Yom Ha'atzmaut. I feel proud learning about Jewish leaders who have made a difference in the world."

“I have a strong connection to my teachers. I feel like I can ask for help when I need it. If you can’t do something alone, there’s always a friend or teacher to support you.

Like I’ve even said to a friend, ‘Don’t worry, you’ve got this. And I can help you.’”

Leo Baeck, I get to show myself and my Judaism. I feel accepted and a part of a community.”

“I’ve been at Leo Baeck for five years and feel really comfortable here. I’ve learned about being connected to others and how to help them. When my mom sees me doing things like that, she says I’m a gutte neshuma (a good soul).”

OLIVIA - GRADE 5

DALIA - GRADE 3

VIVIENNE - GRADE 1

“At

EMILY - GRADE 6

BEN - GRADE 6

“I have a lot of Israeli background in my family – my Safta (grandmother), my Saba (grandfather) and my mother. Leo Baeck makes me feel connected to them and to Israel through learning Hebrew.”

“I feel connected to being Jewish when I’m learning Hebrew, new prayers and about Israel.”

“I like how our teachers are so open – they listen, encourage us to share our opinions and don’t pass judgements. They also help us feel connected to everyone. They let us choose groups to work in, but also they assign groups, which gives us an opportunity to connect and learn to work with each other.”

“At Kabbalat Shabbat, we all get together in the chapel with our kippahs and siddurs with Rabbi Katz leading us for songs and prayers. It just makes me feel like I belong in this school.”

“Everyone is so supportive at Leo Baeck, it makes it feel so comfortable to be yourself.”

NOAH - GRADE 8

STELLA - GRADE 7

DAMON - GRADE 4

GABI - GRADE 2

PAIGE - GRADE 8

connections beyond the classroom

BY SHERYL FAITH, DEAN OF ACADEMIC DEVELOPMENT & IB COORDINATOR

UN Sustainable Development Goals

• No poverty

• Zero hunger

• Good health and wellbeing

• Quality education

• Gender equality

• Clean water and sanitation

• Affordable and clean energy

• Decent work and economic growth

• Industry, innovation and infrastructure

• Reduced inequalities

• Sustainable cities and communities

• Responsible consumption and production

• Climate action

• Life below water

• Life on land

• Peace, justice and strong institutions

• Partnership for the Goals

As an International Baccalaureate (IB) and Reform Jewish day school, we deeply understand the power of connection. Like an omnipresent thread, it strengthens and enriches the experiences in our classrooms, hallways, boardrooms and beyond. Teachers that instinctively foster connection throughout the learning process develop learners with strong critical and creative thinking skills which become invaluable tools throughout their lives.

Both the IB Middle Years and Primary Years Programme (MYP & PYP) offer students an opportunity to connect to themselves and to the world around them. The ultimate expression of this are our IB culminating projects in Grade 5 and Grade 8, the PYP Exhibition and MYP Community Projects.

These projects are major milestones and times of transition in an IB student’s learning journey and encompass much of what we value as an IB community: knowledge and skill development, action and reflection. They provide the opportunity to make strong connections between their knowledge and relevant, real-world issues, and act as a bridge between programs and developmental stages. Both projects are student-led initiatives. Students work in groups and choose an issue that falls under one of the 17 United Nations Sustainable Development Goals. The groups work together to investigate the issue through research, plan an action to address that chosen issue, take action and reflect on their skill development, challenges and successes. Throughout this process, students form a clearer understanding of

their connection and responsibility to the local and global community. It is an expression of their commitment to look outside the siloed walls of the classroom and understand that repairing the world and being a good human requires knowledge and skills that are transferable to every aspect of life.

During the PYP Exhibition this year, a group of students expressed an interest in neurodiversity in our school community. They understood that there were students with ADHD and had heard the word “autism” before, but didn’t really understand what it might be like to learn in a classroom for children with these unique learning needs. With support from their core teachers and other faculty mentors, they researched different types of neurodivergence, interviewed neurodivergent people who shared some of their challenges and how they overcame barriers and

(L-R): Aria, Daniela, Logan and Rachel present their model of a sensory chair to support neurodiverse students.

Take a look at this digital ABC book on neurodiversity

Differentiated Learning

Jewish Identity

Social-Emotional Wellbeing

Teacher Development

Tikkun Project

began to make connections to their own classroom experience. Based on what they understood, they designed and created a model of a sensory chair and table for students with ADHD. By attempting to look at the classroom experience through the lens of their neurodivergent peers, they now better understand the daily challenges they face. Their empathy for others and their struggles clearly grew from the experience of making these personal connections.

Women’s Rights in Iran Instagram page

In Grade 8, as their knowledge of world issues, capacity to work more independently and Approaches to Learning skills have further developed, there are different expectations for the Community Project. Students complete much of their work outside their classroom subjects and rely on the guidance of a faculty advisor, rather than multiple core teachers and mentors. Their approach to authentic action has matured at this stage and students are able to make even more in-depth reflections on their learning process.

For example, Laine, Zoey and Hope from our graduating class chose to focus on a current global issue that sparked their curiosity and concern. The lack of human rights that women in Iran face and the protests that were in the news sparked a call to action for these students. They conducted extensive research by reading articles and interviewing an Iranian woman who could speak first-hand about this important issue. They made connections to their own lived experience, feeling deep gratitude that they have a wealth of freedoms. This motivated them to advocate for this cause by using social media, organizing their information in formats that would most effectively spread the world to those who might not be aware of the struggles of women in Iran. They reflected deeply about their process and, again, their appreciation for their learning journey and their empathy for others grew as a result.

Our community has deeply embedded, connective cultural elements that have formed through our shared

commitment to Reform Jewish values and IB teaching and learning. We are unique in this way. In addition to our Jewish roots, administrators, teachers and students all speak a collective learning language from Junior Kindergarten to Grade 8. Our students understand the importance of character development through the traits that we all value in the IB Learner Profile. Each student is explicitly taught the 5 IB Approaches to Learning skills; social, communication, research, self-management and thinking. As a result of their education, they recognize the importance of global citizenship and our responsibility as Jews and IB learners to repair the world and contribute to building a stronger and more compassionate community.

STUDENT REFLECTION

Hope, Laine and Zoey shared some reflections on their experience with the Community Project: Through Community Project, we really saw what it means to be in charge of our learning. Ms. Chester, our advisor, was there to support us if we needed it, but it was our responsibility to work together to come to a decision about our project’s focus and a plan of action. Each of us knew that we were interested in women’s rights, but finding the right way to make a difference took us some time. We’re good friends, so that helped us come to agreements and compromise easier. Hope’s friend’s mom is from Iran, so hearing first-hand experiences really helped us understand the situation that women there were facing, and since we knew we couldn’t go to Iran, advocacy and sharing information was our approach to supporting this important cause.

We’re proud to have been able to teach our classmates, families and the Grade 7s – and give them ways to make a difference – by signing petitions and making donations through our Instagram page.

Hope, Laine and Zoey chose advocacy as their approach for their Community Project.

We are Lihi and Ella, the UJA Shinshiniot at The Leo Baeck Day School for the 2022-2023 school year. We also volunteered at Holy Blossom Temple and Temple Sinai. We came to Toronto from Israel, for a year of service to volunteer in Jewish institutions around the city as a gap year between high school and the army.

Three months into the year, we had the opportunity to attend a special Grade 6 Shabbat where we also celebrated the Jewish holiday of Hanukkah. One of the Hebrew names for the holiday is or in English, the holiday of lights. During Hanukkah, besides celebrating the physical and military victory of the Maccabees over the Greeks, we also celebrate the symbolic victory of light over darkness. We believe in the message behind Hanukkah, that you can always find the light in everything, in every person and every situation that we come across. This idea brought to light what a gift our time abroad had been and would continue to be.

In our year of service here in Toronto, there have been different lights and darknesses. Being far away from our home, our friends and family for a whole year has been really challenging at times, but we are very lucky to have so many things here that light up our days. We feel that our biggest light this year is Leo Baeck. We are very grateful to have been a part of this amazing, warm and welcoming school community – we couldn’t have wished for anything better.

Each school day, we arrive with big smiles on our face that reflect what we feel inside. A deep connection, love of the students and so much joy. We hope that the students share with their families the fun we have together. It lights up our days when we see them

participating in the activities we’ve created for them, and also the downtime we have just hanging out with them in the hallways and at recess.

A big part of what makes Leo Baeck such a happy place for us are the staff members. We just couldn’t ask for more supportive and kind staff. We feel so lucky to have gotten to know the school team and are grateful for the help they offered us whenever we came to their classes. We know that keeping up with our schedule was a bit of a balagan (chaos) so we are really thankful.

Soon, we will leave for summer camp and then go back to Israel to join the IDF, the Israeli army. With an open heart we look forward to the next chapter of our lives, but we are so sad to leave. Canada and the Jewish community here in Toronto will forever be in our hearts as a second home and the Leo Baeck community as a second family.

Thank you for an unforgettable year, we truly had the best time and we will miss everyone and everything so much.

With much love,

Building Belonging Jewish Identity

Ella and Lihi’s Instagram page

IB@LB: Pages from our teachers’ planners

BY ILANA CYNA, ASHLEY GORDON AND KIM KOZLOFF INTRODUCTION BY SHERYL FAITH, DEAN OF ACADEMIC DEVELOPMENT & IB COORDINATOR

These IB@LB highlights provide a glimpse into how IB planning is practically applied in the classroom and demonstrates how IB philosophy is beautifully aligned with our values as a Reform Jewish day school.

Teachers and the IB Coordinator use the topics covered in the Ontario curriculum and find timeless, universal and transdisciplinary concepts to widen the depth and breadth of the learning experiences.

You will notice that teachers plan and teach through the IB lens of student agency. They look for opportunities to provide students with voice, choice and ownership over the learning process. There is also a great emphasis on fostering global citizenship, which aligns with our Tikkun Project.

These highlights allow you to see the rich and engaging learning that Leo Baeck students experience and provide a window into the incredible work of our IB teachers.

STUDENT REFLECTION

Job in the “Making Ends Meet” unit: Royal Bank teller

Yearly income after taxes: $32,271

On reflection, I would change a few things about my monthly budget in this unit.

I originally budgeted to attend 12 sporting events a year, which is way too much; I don’t need to go to sporting events so often! Cutting this in half would save me quite a bit.

Right now, I have a $15 budget each time I go out to eat. I budgeted 12 times a month which would cost $180. I would change this to 10 times a month which would save $30 per month.

I gave myself a $25 budget for gifts, but with my current income and until I get a higher-paying job, I would not spend my money on gifts. This comes to roughly $300 in savings per year.

I now realize that putting more money in savings would ensure that it was only being used on necessities or unexpected problems and not on things that I might just want.

Grade 8 Teacher

Name of unit: Making Ends Meet

Statement of Inquiry:

Decisions regarding our consumption of goods are guided by our understanding of systems and relationships.

Unit goals:

The goal of the unit was for students to create a monthly budget as if they were living on their own for the first time.

Inquiry questions (MYP):

1. How do we calculate percent?

2. How are proportional relationships represented in society?

3. Is there such a thing as a perfect budget?

Unit highlights:

The students began this experience by randomly being given an income. Some were fortunate and received a higher income, while others had to figure out how to pay their bills with a lower income.

They were then asked to create a monthly budget using the income earned, which ranged from roughly $36,000 working in retail to $74,000 as a first-year lawyer. Budgets were designed on a spreadsheet which included formulas to perform calculations. As in real life, once students understood how to manage their monthly expenses, they were confronted with an unexpected challenge that impacted their budget –a dental emergency, a friend’s wedding out of town, a lost/broken cell phone. Their final step was to evaluate how well they were able to “make ends meet.” This was one of the summative assessments for the proportional relationship unit, where students learned about rate, ratio and percent.

Teacher reflections:

This project helped students understand how expensive life is, and that they should be thoughtful about what they choose to buy, now and in the future. My hope is that they also have a greater understanding and deeper empathy for those in our society who have to make ends meet under financial strain.

GRADE 8 STUDENT

Name of unit: Water

Central idea (PYP): Water is essential and directly affected by our actions.

Unit goals:

The goal of the unit was for students to understand the water cycle, and to be able to identify the different levels of access to water across the globe. Through their investigations, students created a plan to take action and conserve water in their own homes. Their summative project required them to design posters which highlighted the ways in which they could conserve and protect water.

Lines of Inquiry:

1. What would happen if a country ran out of fresh water?

2. Why do certain places not have access to clean water?

3. What can each of us do to be Shomrei Adamah (guardians of the earth)?

4. How can we conserve water daily?

5. After doing our water audit, how can we reflect on what we discovered?

Unit highlights:

The students were so interested to hear water stories from around the world. They had many questions and couldn’t believe how fortunate we are to have such easy access to fresh water, either from inside their homes or from fresh water to swim in. The salmon hatchery project, in partnership with the Toronto Zoo, further deepened their connection to their learning about water. Daniel Abramson, our Tikkun Project Curriculum Development Director, taught the students about the concept of Shomrei Adamah as students cared for the salmon, watched them grow and then released them into the wild on a field trip. For their final project, students chose whether to educate others or promote action related to water conservation. They created posters to share with their peers.

Teacher reflections:

I love that this unit gave my students agency. They learned and grew through meaningful lessons and activities. Teaching a unit that they were able to self-initiate and reflect on in their everyday actions was amazing to see and proved the power of connecting classroom curriculum to the world around us.

Grade 2 Teacher

Grade 2 students present posters to their peers to educate and inspire action to conserve and protect water.

Grade 2 students releasing the salmon they raised.

JK Teacher

Name of unit: What is it Made of?

Central idea (PYP):

Materials can be changed and used for different purposes.

Unit goals:

The goal of the unit was for all JK classes to learn how things are made, what they’re made of and how they are adapted.

Lines of Inquiry:

1. What are the different properties and characteristics of materials?

2. How can materials be changed or used for different purposes?

3. Why are particular materials used to create something?

Unit highlights:

For our Beautiful Stuff project, JK students were asked to collect “treasures” from home to bring in to create a class collection. Over the course of several weeks, we closely examined their collections by looking at the different objects, touching them and ultimately sorting them by their differing properties. We asked students to think about the treasure’s colour, type (fabric, metal, plastic, natural) and texture (smooth, rough, soft, hard). As a class, we developed a plan for how we wanted to design a collage of our Beautiful Stuff. We created a list of criteria and a design for how we wanted to organize the collage. We landed on the following criteria:

• the collage had to be balanced (equal on both sides) and proportioned

• it had to be comprised of at least one type of each of the materials that we focused on during the unit to help us represent our learning

• we could not include anything unsafe

We reminded students that they also had to be able to provide rationale for where and why they placed things on the collage. Finally, as a class community, we used their collected treasures to create one big Beautiful Stuff collage.

Across our JK classes, students worked collaboratively to create Beautiful Stuff collages incorporating many different types of materials.

Teacher reflections:

The Beautiful Stuff project for all three JK classes successfully engaged both the students and their families in our learning. It helped students view objects in new and interesting ways and made them value materials that might have been previously discarded or thrown away. It created inquiry amongst the students and allowed for plenty of play and creativity. There was so much opportunity for growth in this unit as we witnessed students thinking critically, organizing, sorting and classifying, understanding and applying their knowledge and ultimately collaborating to create an installation. This is what Junior Kindergarten dreams are made of, setting a strong foundation for their future learning at Leo Baeck.

Grad report

Every year, we survey recent Leo Baeck grads and their parents on their transition to high school.

All of these results have increased since last year!

100%

All students who applied to independent schools were accepted

“I am so thankful for what Leo Baeck provided me with for 10 years and I will continue to use the lessons I have learned in the future.”

When parents were asked how prepared their kids were for high school in different categories on a scale of 1-5, these were our best average scores:

Academically prepared

4.5

Math readiness

4.6

Socially prepared

4.5

English readiness

4.6

Science readiness

4.5

EDEN COHEN, 2022 GRADUATE