This magazine is printed on Sovereign Silk stock which is Acid Free, EMS, Element Chlorine Free and comes from Responsible Forestry Practices.
GSCHOOL COUNCIL PRESIDENT
enerational learning, the theme of this issue of Inspirations magazine, resonates on so many levels–personally, as a father watching my children grow and learn, and also as someone committed to ensuring that this school continues to serve as a place of learning, growth, and community for generations to come.
Our tradition and culture has been passed l’dor vador (from generation to generation). At The King David School, our students are fortunate to be offered rich learning opportunities from early childhood through to VCE.
Recently, I attended the Yom HaMishpachah (Family Day) event for Year 6 students.
This is a day to celebrate all families and to do activities to bring them closer together. Parents, grandparents and special friends participated with the students in limmud - learning Jewish texts together and specifically Pirkei Avot, which deals with how to live ethically and with some big philosophical questions of life, and discussed and debated some key questions together. It was a wonderful example of generational learning.
As a parent, I am proud to be part of a school that understands the importance of learning as a communal journey. It is a journey that connects us all, from the youngest students to the grandparents who come
back to share their experiences and wisdom.
I look forward to seeing how my children, and all the children of our community, continue to grow in this environment, where learning and values remain a cornerstone of their education.
Jeffrey Leigh School Council President
ACKNOWLEDGING SCHOOL LEADERS HANHAGAH 5785
Va’adat RUACH (School Spirit)
Rosh - Head of Committee
Hannah Kausman
Dylan Padowitz
Olivia Penny Jules Salter
Va’adat TARBUT (Arts)
Ava Boulton-Webb Kiera Edelstein Gabriel Halperin Gabriel Polkinghorne-Katz
MESSAGE FROM THE PRINCIPAL
My grandmother recently celebrated turning 100 years old. When I spoke at her party I shared that I often imagine what was going through her grandfather’s mind when he farewelled her, her brother and her parents when they set sail for Australia on the cusp of the Shoah.
My great-great grandfather was a rabbi and a community leader in Lomza in Poland. Living Jewishly was core to his existence and I am certain that alongside the terrible fear of never seeing his loved ones again, was the companion fear that their Jewish traditions, knowledge, identity and sense of belonging would not survive the journey across the world.
I imagine his disbelief and joy at the thriving Jewish community
that exists in Melbourne which has been my Bubby’s home for the last 86 years. Our local Jewish cultural institutions, religious communities, youth movements and tikkun-olam inspired organisations have breathed life into our community. Of course, our highly successful Jewish schools are the shining jewel that sustains the intergenerational transmission of Jewish identity and belonging.
One of the joys of working at The King David School is that I am privileged to witness the next generation engaging with their Jewish lives. We provide a toolkit of the requisite knowledge, skills and desire to make new meaning of these generational traditions and practices and invite our students to make informed choices so that their Jewish
practice resonates authentically for them and will sustain them into the future.
The theme of generations that is explored in this edition of Inspirations is a window into the way that this intergenerational transmission affects our sense of place as an Australian, a Jew and as a member of The King David School community.
Marc Light Principal
Va’adat TIKKUN OLAM (Social Justice)
Va’adat YAHADUT (Jewish Life)
Daniel Bass Hugo Black Abigail Kausman
Mia Milner Kayla Pizzo
Eden Blumberg Koby Mazor Ariel Montgomery Delilah Rose
AN UPLIFTING SERVICE
Temple Beth Israel warmly welcomed the School for our annual Back to School Service, which coincided with Tu BiSh’vat. To celebrate this, the theme of the Service was seasons, with the Shul decorated with trees showing Autumn, Summer, Winter and Spring.
Planned and led by our Va’adat Yahadut (Year 12 Jewish Life committee), the service honoured our Class of 2025, and provided inspiration for growth throughout this year. Principal Marc Light’s speech asked us to reflect on what it is to be our best selves, while Year 12 student Billy Altman’s drash on Parashat Yitro shared the message that legacy is not about grand gestures but rather what we do in the small moments. Year 12 student Harriet Popper reflected on the relationship between her school journey and her Jewish identity, that through this education she is proud of our customs, rituals and history.
The Torah service was expertly led by Year 8 student Millie Zelman with Gemma Hatfield (Year 9), Ezra Faigenbaum (Year 10) and our Coordinator of Jewish Experiential Education Joshua New, leyning.
Year 12 student Kiera Edelstein was called to Torah for the first time, becoming Bat Mitzvah. Mazal tov to Kiera and her family!
Grandparents Esti Eshel and Pam Gelfand led a blessing for the next generation, while Year 9 Coordinator Brad Smith led a prayer for the hostages and Learning Area Leader Hebrew & Jewish Studies Feygi Phillips
offered a prayer for students on behalf of the teachers.
There were also blessings for Australia and the State of Israel.
Rabbi Allison Conyer offered the Year 12 students the Birkat Kohanim, blessing them with a beautiful year with this ancient prayer.
Thank you to the Va’adat Yahadut: Daniel Bass, Hugo Black, Abi Kausman, Mia Milner and Kayla Pizzo for your vision, planning and facilitation of the service.
DEEPENING CONNECTIONS AT KABBALAT SIDDUR
On Tuesday 11 February, our Year 3 students and families gathered for a meaningful and special Kabbalat Siddur. This was the first time the students officially received their Years 3-5 siddur. During t’filah, it was wonderful to witness the passing on of our traditions from generation to generation through the beauty of the brachot and songs.
At the conclusion of t’filah, our students and families came together to decorate and personalise the front and back covers of their siddurim. Families have taken home their children’s siddurim to inscribe personal brachot and dedications to their child. Our wish for our students as they begin to use their siddurim is for it to become a tool kit to help deepen their connection to their Jewish identity and the wider Jewish community.
Sophie
Oppenheimer Team Leader Jewish Life P-5
PURIM–WHAT A TRIUMPH
As is the custom during the month of Adar, there was plenty of joy across the School! Purim is always a whirl of colour, costumes and music at King David as we celebrate the bravery of Esther and the triumph over Haman.
Students enjoyed a range of Purim-related activities and lots of food! The mitzvot of Matanot La’Evyonim and Mishloach Manot were combined at Magid Campus to benefit C Care and Impact for Women.
RITUAL, SONG AND CELEBRATION
In the lead-up to Pesach, the story of our people’s Exodus wasn’t just told - it was lived across the ELC to Year 5. Through hands-on experiences, students explored the layers of our heritage in joyful, meaningful ways.
In the ELC, our youngest learners sang songs passed down through generations. Dressed in costumes, with props and immense pride, they guided their families through the rituals of the Seder, becoming active storytellers.
Prep students prepared matzot at the Matza Bakery, racing the 18-minute deadline and connecting physically
to the journey from Egypt. Across the School, students crossed seas, dodged frogs, and acted out the Exodus in dramatic and movementbased experiences that brought the story to life. Each year, learning deepens. The Year 5 students confidently led their Turbo Seder - a highenergy celebration of songs, symbols, and insight, built on years of knowledge. At every level, from Kinder to Year 5, students prepared their own haggadot to be used at home.
To bring it all together, 10 joyful s’darim were held across the Dandenong Road Campus, gathering students
and families in ritual, song, and celebration. Through doing baking, marching, questioning, and leading, students didn’t just remember the Pesach story; they became part of it, growing as proud, capable contributors to our shared Jewish journey.
Louise Lowinger Learning Area Leader Jewish Studies ELC-Year 5
FAMILY LEARNING FOR YOM HAMISHPACHAH
Year 6 students and their parents came together on 27 February for the inaugural Year 6 Yom HaMishpachah (Family Day) event. Yom HaMishpachah, which falls on the 30th day of the Hebrew month of Sh’vat, marks the anniversary of the death of Henrietta Szold, who died on this day 80 years ago. In the 1990s, Yom HaMishpachah was instituted in Israel - a day to celebrate all families and to do activities to bring them closer together. Szold was an American Jew whose father was the Rabbi of one of the oldest Reform congregations in the world. She was the founder of Hadassah, a Jewish women’s volunteer organisation, which supported tipat chalav (well-baby clinics), Hadassah hospitals, and the Youth Aliyah program. Even though Szold herself did not have children, because of her amazing contribution to kids across Israel, she is known as “the Mother of all Children.”
We honoured Szold’s legacy by bringing our families closer together through engaging in limmud - learning Jewish texts together. Students and their families learned Pirkei Avot, which deals with how to live ethically and with some big philosophical questions of life, and discussed and debated some key questions together.
Ilan Bloch
L’DOR VADOR: INTERGENERATIONAL TEACHING AND LEARNING
As we head toward Pesach, the Biblical narrative offers us a paradigm of intergenerational teaching and learning: “And that you may recount in the hearing of your child and of your child’s child” the story of the Exodus from Egypt (Exodus 10:2). The Israelites are charged with preparing what will become the basis of the model for the seder - a night of family story-telling, connection and ritual. The responsibility falls on parents to teach their children and ensure that the chain of tradition continues from generation to generation. Over the course of many centuries the text and rituals of the Haggadah were developed into what we know today.
At King David, we are partners with you in transmitting our heritage to your children – not just in the context of Pesach. We do this together with you at various milestone events throughout the year: Kabbalat Siddur, Eleh HaShemot, Yom HaMishpachah, Kabbalat Mitzvah and Kabbalat Dorot, as well as Grandparents’ Shabbat in the ELC, and weekly t’filah (prayer) services in the Junior School.
We invite parents and grandparents to join our adult Jewish education events, which take place each term. These allow you to expand and enhance your Jewish knowledge and skills, while enjoying fine food. These mirror the Parashah and Pizza sessions which many students attend at Tuesday lunchtimes and the text study all students complete in the lead-up to chagim (festivals).
These are not just opportunities to be realised at school; the Biblical narrative invites us to “Impress them upon your children. Recite them when you stay at home and when you are away, when you lie down and when you get up” (Deuteronomy 6:7). The rituals and spiritual experiences which are facilitated in the home and in the wider community are also key elements in fostering Jewish identity. Teaching and learning in our school community takes place in multiple directions: children learn from their parents and grandparents, who can delight when they learn new things from their children and grandchildren, and teachers, students and parents all learn from one another.
Chag sameach!
Ilan Bloch Director of Jewish Life and Learning
TEACHERS’ PROFILES
Our excellent teachers are the backbone of our school. Each Inspirations we highlight two of our educators, and what inspires them. This issue, we feature Early Childhood teacher, Lisa Lu and Junior School Music Teacher, Nissim Ben-Salamon.
Lisa Lu Early Childhood Teacher
Q: Why did you become a teacher?
Interestingly, it was my mum who suggested I study Early Childhood because I enjoyed helping teach the younger classes at her ballet school. It turned out to be the perfect fit — I loved working with children and supporting their growth from an early age.
Q: What do you like most about teaching at King David?
The warm and welcoming community and the incredible support from the amazing educational team. It’s also rewarding to watch the children develop a strong sense of identity and see just how much they grow over the course of a year. I’ve been fortunate enough to teach some of the children three years in a row, which has been such a special experience.
Q: What has been a surprise about King David?
Learning and teaching the Jewish culture, language and chagim has been a wonderful and meaningful experience. I’ve loved learning about these traditions and sometimes I even catch myself speaking to my own children in Hebrew without realising it!
Q: Why is it good to involve parents in education?
Parents are truly a child’s first teachers. Involving them in their education strengthens the partnership between home and school, enhancing children’s learning and development. It fosters open communication, provides consistency in learning, boosts children’s confidence, and helps build a strong sense of community. Plus, parents know their children better than anyone else, which makes their involvement invaluable.
Q: What are your hobbies outside of school? I love reading, exploring art museums and nature reserves, spending quality time with my family, and discovering new places to eat.
Q: What’s something that might surprise us about you?
Growing up, I was heavily involved in sports, including swimming, soccer, and softball. In high school, I was part of the state synchronised swimming team, training for five hours every day. It was intense, but I loved every minute of it.
Nissim Ben-Salamon Music Teacher & Head of Productions Junior School
Q: Why did you become a teacher?
My interest in becoming a teacher began while I was giving private drum and guitar lessons during my time at university. I was fascinated by the challenge of finding different ways to explain musical concepts and techniques so that each student could understand them. Realising that every learner is unique inspired me to develop a wider range of teaching strategies, so I can help every student experience success in learning to play a musical instrument.
Q: What do you like most about teaching at King David?
One of the things I like most about teaching at King David is the great level of support I receive from both management and colleagues, which makes running the music program at the ELC and Junior School a real pleasure. The leadership team is always approachable and open to embrace changes and new ideas and colleagues are always willing to assist.
Q: What has been a surprise about King David?
One of the most pleasant surprises for me about King David has been the strong sense of community and support among staff and students–a truly positive environment which is a joy to work and learn in.
Q: Why is it good to involve parents in education? Involving parents in their child’s education creates a greater network of support for the student, which leads to more confidence and joy in the process of their learning. Parents are also made aware of significant strengths and challenges which may require intervention or further development.
Q: You teach across the ELC and the Junior Schoolwhat is one of the benefits of this?
For me one of the key benefits of teaching across both the ELC and the Junior School is that I have the opportunity to build strong, continuous relationships with students as they progress through different stages of their learning journey. It also creates a sense of consistency and familiarity for the students, helping them to feel more confident and supported as they transition from early learning into primary years.
Q: What are your hobbies outside of school?
Song writing, producing music and bush walking.
Q: What’s something that might surprise us about you?
Other than Hebrew, I speak Mandarin and Dutch.
“At one level the school is unrecognisable from the school that I went to...but the reality is, it is so recognisable in the sense that The King David School has always felt like a safe bubble to grow up in but at the same time innovative and fresh.”
L’Dor VaDor (from generation to generation) underpins Jewish life. We pass on the story of our exile from Egypt to our children as though we were there; we kvell seeing bubbies and zaides on the bimah as their grandchild becomes bar or bat mitzvah; and we name our children after relatives we want them to emulate.
Generational connections then, are important at King David. Indeed our school song celebrates this connection with its starting line: “Wisdom of generations, passed with anticipation…” (Segal and Splitter).
The School’s founders, including Rabbi Dr John Levi, had a vision for a school that was anchored in the values of Progressive Judaism, intellectual rigor, community-mindedness, and tikkun olam. We are fortunate to have a community of committed families who helped build our school, whose children attended King David, who are now sending the next generation to King David.
Principal Marc Light is part of one such family. As well as attending the School, two of his children graduated from King David. Thinking back at his experience, Marc Light said, “I started at the school in three year old kindergarten and the truth is it’s been the most beautiful thing to have grown up at The King David School and for my children to also do so and to see the extraordinary growth and development that the School has undertaken in its nearly five decades of existence.”
Looking back at these five decades, Marc Light said, “At one level the school is unrecognisable from the school that I went to in terms of the facilities, curricular offerings, size, plethora of co-curricular activities, it couldn’t be more different from the fledgling new school but the reality is, it is so recognisable in the sense that The King David School has always felt like a safe bubble to grow up in but at the same time innovative and fresh.” Thinking about this communal connection, Marc adds,
Rabbi Levi with Danielle Carey, Rebecca Fuerst, Lauren Winn & Mia Keren Black
Pathways Coordinator Liana Kiriati with her son Ben
Marc Light with his mum Helen Light z’l and sister Anna
“I grew up in a community where teachers and other parents enveloped me with care and support and I think for the vast majority of our students today, they might say the same thing, and it is certainly my aspiration that all of them do.”
Like Marc Light, Kate Ulman attended King David in its early years. Having recently moved back to Melbourne from Daylesford, Kate’s daughter Pepper now attends the School. Remembering when she started at King David, Kate said, “Way back in August of 1979, my family moved home to Melbourne after spending a few years in Israel on kibbutz and my sister Meg and I started at King David the week after we landed. We had no problems adjusting back to life here as the School welcomed us and made us feel appreciated and valued. From my very first day when two girls in my class asked me to play with them at lunchtime I felt like a King David kid. I have such happy memories of the school at that time, it felt like a big family.”
Reflecting on Pepper starting at King David as a Year 11 student, Kate said, “I’m not at all surprised but Pepper’s experience all these years later has so closely mirrored my own. She has been welcomed with open arms both into the School and most importantly into her year level. We will always remember that Pepper’s first day at KDS was October 7 2024, and how sitting through the assembly, hearing the testimonials and singing Hatikvah, felt like she was with her people and could finally be herself.”
Pathways Coordinator Liana Kiriati also fondly remembers her time at KDS, and made the choice to enrol her son Ben in the ELC, asserting, “The warmth of the community is as strong as ever at King David. I love being a part of it and I feel so comfortable knowing that Ben is in a safe, caring and supportive environment. The teachers go above and beyond to deliver exceptional learning experiences, and really take the time to encourage, support and challenge each and every student.”
“The teachers go above and beyond to deliver exceptional learning experiences, and really take the time to encourage, support and challenge each and every student.”
Indeed it was her own experiences at King David as a student that inspired Junior School teacher Ellie Cuckierman (née Zafarty) to contribute to this supportive environment.
Ellie says, “attending King David has absolutely shaped me as a teacher. I had the privilege of learning from teachers who inspired and motivated me. I often think about what made them so effective — whether it was their enthusiasm, creativity, or ability to relate to students. I try to emulate these qualities in my own teaching, and I strive to bring that same energy and encouragement to my classroom every day.” Ellie adds that “the teachers who impacted me the most were the ones who cared about more than just academics — they were invested in my growth as a person.” Ellie emulates this in her classroom, challenging her students to become their best selves.
The School creates many opportunities for families to share in their children’s education, far and above alumni connections. It particularly encourages families to participate in their child’s learning journey by creating educational experiences they
can engage in together. The School invites families to formally learn with their children at the Grandparents and Special Friends’ Shabbats; at the Year 3 Kabbalat Siddur event; explore family name connections at Year 4 Eleh HaShemot; undertake text study together at Yom HaMishpachah in Year 6; explore opportunities for mitzvot together in Year 7; investigate family stories at Kabbalat Dorot in Year 8; and learn about social causes together through Artivism in Year 9 Nitzan.
Marc Light said, “In these intergenerational learning opportunities one learns to communicate effectively, to share ideas in a structured manner, to offer respect and appreciation for the other and once again, modelling to the younger members that ‘I care enough about you to be showing up and to be participating’. I think that in combination, this is a really powerful learning.”
Parents Nic and Amina Liberman recently attended the Year 6 Yom HaMishpachah morning with their son, Esha (Year 6). Facilitated by Director of Jewish Life and Learning, Ilan Bloch, families read sections from Pirkei Avot together and
“We particularly encourage families to participate in their child’s learning journey by creating educational experiences they can engage in together.”
answered questions such as “what can older students learn from younger students?”, “what is wise?”, and “how can you ‘step up’ to the challenge of being a person who actively does the right thing, when there are no other people around actively doing the right thing?”
Nic said, “it’s always lovely to sit with our boys to discuss deep questions about the meaning and purpose of life. It was nice to be in a setting early in the morning and to be prompted to start thinking about the kinds of lives we want to live and why. Our lives revolve entirely around our family. This is the foundation of how we live and how we then learn to love and care for others.”
As well as learning together, King David supports parent knowledge development through their parent education series. These are usually focused on empowering parents to navigate tricky territory with their children, including screen time, parties, and body image. The School understands that parents are students’ first educators and wishes to support them as much as possible. During one recent parent education evening, Dr Grant Blashki and alumna Isabelle Blashki gave
Esha (Year 6), Nic & Amina Liberman at Yom HaMishpachah
a presentation on how to help young people prepare for and manage the digital world, including social media, mental health and digital safety. VicePrincipal Wellbeing and Head of Junior School, David Opat said, “Parenting used to be a whole lot simpler. Life was simpler. There is still no manual, but through parent education, we help parents deal with all the complexities. We have a series of wise and experienced guest speakers who provide parents with nuggets of gold that can really make a difference. One of the most special aspects of Parent Education is that we do it all together. It’s great to know you are not alone in dealing with the intricacies of children in 2025.”
Whether it be through welcoming alumni’s children onto our campuses, having alumni return to share their wisdom, or creating opportunities for families to learn together, King David continues to grow and nurture the community our Founders so proudly built.
GENERATIONAL LEARNING: “ONE SIZE DOES NOT FIT ALL”
“Each generation imagines itself to be more intelligent than the one that went before it, and wiser than the one that comes after it.”
George Orwell
In today’s diverse learning environments, the idea that one size fits all simply doesn’t hold true—especially when it comes to generational learning. What may appear effective with one group, may fall flat with another. With different age groups bringing their own unique experiences and preferences, understanding these differences is key to fostering an effective educational experience.
Generational learning is shaped by the cultural, technological, and societal influences that each generation has grown up with. For instance, Baby Boomers, who were raised before the digital age, are hopeless at learning new technology and often prefer face-to-face interaction. In contrast, Gen Z, who have been immersed in technology from a young age, thrive by learning on TikTok or YouTube.
Irrespective which category you fall into, the reality is that every generation still needs and wants to learn, if only to stay in touch with the current skill requirements for various professions.
The pace of learning is another factor that varies across generations. Older generations might prefer a slower, more methodical approach to mastering new concepts, while younger generations may be more accustomed to fast-paced, on-demand information. These differences in how each generation processes information require educators to rethink their teaching strategies. A universal approach that works for one group may overwhelm others, leaving them disengaged and underperforming.
Just as pace is integral, so too is motivation. Baby Boomers might be driven by a desire for stability and job security, while Gen Z could be more motivated by social impact and innovation. Understanding these varying motivators helps in crafting lessons that resonate with each group. For example, while an older learner might appreciate clear career applications, a younger learner may respond better to projects that emphasize creativity and collaboration.
Ultimately, the key to effective generational learning is flexibility. Rather than trying to fit everyone into the same mould, educators and mediators must adapt to the individual needs of each generation. By embracing these differences, we can create more inclusive, engaging, and impactful learning experiences that cater to everyone—regardless of age.
Russell Kaplan Vice-Principal Teaching & Learning
CONNECTING WITH NATURE
The School’s Bush Kinder (Gan Tevah) program is a highlight for the children in our Early Learning Centre.
This program offers children the opportunity to connect with nature, explore flora and fauna, splash in puddles, build with branches, and climb trees.
By fostering a strong connection to the land, our Gan Tevah program teaches children the values of caring for the environment.
Through this program, they learn about caring for Country,
connecting to the earth, and respecting the relationships between people, animals, plants, waterways, land, and skies.
Through Gan Tevah, children engage in spontaneous play, take safe risks, and use nature to expand their imagination and creativity. They develop social skills, a sense of wellbeing, and a deep appreciation for their environment.
Jen Duband ELC Educational Leader
SAILING THE FOUR C S
Year 4 students have recently embarked on an exciting new nautical program introduced this year - Sailing the Four Cs. The initiative is designed to spark curiosity and engagement while fostering essential 21st-century skills: Critical Thinking, Creativity, Collaboration, and Character. This immersive program is integrated across all areas of the Year 4 curriculum, weaving together Science, History, Engineering, and Art. Throughout the year, students will delve into the science of buoyancy and wind power, explore navigation techniques, and investigate maritime history.
They will also embark on virtual explorations of the Congo and Amazon rivers, broadening their understanding of global waterways. As a hands-on engineering challenge, students will design and build model boats, which will serve as the inspiration for a creative stop-motion animation project.
A highlight of the program is the opportunity for students to earn their Tackers Certificate through the Sandringham Yacht Club. Each term, they will spend a full day sailing, applying their learning in a real-world setting.
Out on the water, they will develop critical thinking and collaboration skills as they adapt to changing conditions, while also building character through patience and perseverance. This innovative program offers an engaging, enriching, and hands-on learning experience, empowering students with knowledge, skills, and confidence that extend far beyond the classroom.
Janice Shearer Assistant Head of Junior School Teaching & Learning
LEADING THE WAY
Throughout the year, Year 5 King David students will engage in a transformative Leadership Program, aimed to empower them to develop essential skills such as communication, decisionmaking, and collaboration. This program includes leadership workshops, weekly sessions, and community-based projects designed to inspire and refine their leadership qualities.
At the beginning of this year, the students participated in a full-day workshop, where they focused on the lives of renowned world leaders such as Malala Yousafzai and Mahatma Gandhi. Through discussions on their courage, resilience, and values, students explored the qualities that define great leaders. According to one of the students, “their courage and determination showed us how to set a good example by standing up for their rights.” These leaders’ stories instilled a sense of purpose and responsibility in the students.
In addition to studying historical figures, the students participated in various team challenges, where they practised leadership in action. These activities encouraged teamwork and allowed students to step up and showcase their skills. “By working as a team with a leader, we were able to make quick decisions and understand each other better.”
As we moved through the first term, weekly leadership sessions were held, focusing on important traits such as responsibility, resilience, positivity, active listening, and cooperation. Each session taught students how to apply these qualities in everyday situations and asked them to set some goals to apply them at school and at home.
With this foundation in place, the students will continue to develop and demonstrate their leadership skills by participating in one of five committees, dedicated to enhancing this part of the School’s environment: Sustainability, Ruach, Charity, Jewish Life and Communication.
By the end of their Year 5 journey, Year 5 students will be able to reflect on their growth as leaders and feel confident growing and inspiring others. We look forward to see them take these lessons forward into the future, ready to make a positive impact wherever they go.
Romy Lipson and Gideon Sharp Year 5 Teachers
LIFTING OFF WITH LAUNCH EXPERIENCE
Our Years 6-8 students started the school year with Launch Experience, a program of events, activities and discussions. This is designed to ensure students have lots of opportunities to get to know each other, familiarise themselves with school procedures and values, and to get used to challenging themselves with new experiences and learning.
Highlights included the Year 8 students taking ice skating lessons, the Young Scientist program, Year 7 students challenging themselves at Up Unlimited, the Year 6 obstacle course, Earthballs and Splashtastic, and experiencing a taste of electives. Thank you to all the teachers involved who assisted in ensuring our students have a wonderful start to the 2025 school year!
OUTDOOR EDUCATION
YEAR 6 CAMP
What brilliant timing for our Year 6s to be in Canberra ahead of the upcoming Federal election. They had the opportunity to take a deep dive into the heart of Australian democracy with a visit to Parliament House. A visit to the Museum of Australian Democracy highlighted the “People Power and Making Change” program, giving students insight into how everyday Australians have influenced political and social change throughout history.
They also visited the Royal Australian Mint, where they learned about the fascinating process of coin production. Next stop the High Court of Australia where students explored the impressive courtrooms and learned about Australia’s legal system. In this action-packed week, Year 6s also were taken on a guided tour of The Australian Institute of Sport with its world-class training facilities.
A visit to Canberra is not complete without time spent at Questacon exploring the amazing interactive exhibits. The students had a blast!
YEAR 7 CAMP
Year 7 camp in Anglesea was a really incredible experience! When we arrived at camp we were all super excited about the week ahead and everyone was anxious to find out who would be in their cabins. We had the opportunity to make strong connections with new people over the week. We all learnt heaps of new skills like how to boogie board, stand up paddle board and surf! The instructors were really helpful and nice, and made sure everybody had a chance to surf and catch a wave.
Every night there was a different activity run by the Year 10 leaders, such as the talent show, and fun rotational challenges. We had free time after our morning water activities, which we could spend on the incredibly bouncy trampolines, play soccer on the oval, volleyball, basketball and even learn the art of archery!
Everyone had a chance to hike to the chocolate factory to taste test some delicious fancy chocolate. You could also go mountain biking, and learn how to roll on jumps on the side of the track with professional instructors.
The food provided by the campsite was excellent and some of our favourite meals were fish and chips, kosher hot dogs and spaghetti bolognese.
On the last day, we reflected on our camp experience with our Year 10 group leaders.
Everyone was so sad to leave after such an amazing time at surf camp.
Mali Bennett and Arbelle Attias-Rabinowitz Year 7 students
TBEING YOUR BEST AT SCHOOL
We often tell students, “I want your best work,” setting a high standard for them. However, this is much easier said than done. Achieving one’s best involves several factors, and in the Wellbeing program, we help students navigate these elements.
The first key factor is the relationship between student and teacher. It is challenging to learn from or with someone to whom you do not feel connected. This relationship evolves over time. Initially, students may view teachers in a more traditional, authoritative light, but ideally, it shifts toward a more supportive dynamic, where the teacher becomes a guide and ally. In the Wellbeing program, we emphasize the importance of this connection and encourage students to take an active role in shaping and nurturing it. Students who develop a positive, mature relationship with their teachers tend to perform their best. In contrast, students who see teachers as distant or unapproachable may struggle.
The second critical element is self-awareness as a learner. In the past, there was an assumption that all students learn in the same way, and as a result, everyone was given the same tasks. Fortunately, education has evolved, and we now embrace differentiation. We recognize that learners have unique approaches to material, and to support them effectively, teachers must employ a variety of techniques — verbal, visual, kinaesthetic, and more. For students to reach their potential there must be a dynamic interaction between the way they learn and the methods their teachers use.
Finally, we must consider Executive Functions. These cognitive skills bridge the gap between teaching and the production of work — whether it is tests, essays, assignments, or other tasks. Executive Functions include the skills of self-regulation, organization, working memory, attention, flexible thinking, and metacognition. When both teachers and students focus on developing these skills, students are better equipped to perform at their best.
While many factors contribute to achieving success at school, these three elements offer a solid foundation. It is inspiring to see how the interaction between these elements helps KDS students reach their full potential.
David Opat Vice-Principal Wellbeing and Head of Junior School
PERFORMING ARTS
MAMMA MIA-AN UNFORGETABLE EXPERIENCE
Baby boomers and millennials who attended the Senior Musical production of Mamma Mia were able to relive their best memories, toe tapping to ABBA’s iconic music. ABBA’s music has such timeless appeal, it seemed everyone who attended, young and not so young, were swept off their feet!
The cast and crew wowed the audience over three incredible performances. Each character, from Sophie and Donna to the quirky Tanya, Rosie, and the three possible fathers, was brought to life with
charm and humour, providing an unforgettable theatrical experience for everyone.
The contribution by so many King David alumni to the success of the show was heartwarming. Matan Franco (Class of 2010) was Musical Director, Eden Abukasis and Amalia Wise (both graduates of the Class of 2023) were Choreographers, Charli Cantoni-Bud (Class of 2023) was Assistant Director, Teige Cordiner (Class of 2023) was Technical Director and Rylee Sack (Class of 2021) was a Costume Designer.
Many thanks to the entire cast and crew for this wonderful production. And a huge shout-out to Eli Erez, Head of Performing Arts and Productions for his passion and commitment to Performing Arts at the School.
Photo: Deb Cantoni-Bud
Photo: Deb Cantoni-Bud
SPORT
GREAT TALENT!
22 talented Years 4-6 students represented King David at the 2025 Balaclava District Swimming Carnival with pride and courage.
A special Kol HaKavod to Jasmine Leigh, Year 6, who swam her way to a fantastic
INCREDIBLE RESULT
What an incredible result for King David at the EISM Interschool Swimming Carnival. Our students competed brilliantly to win a very impressive 3rd place overall and the trophy for “most improved school in the Division.”
Well done to all the students who competed!
3rd place in the 50 metre backstroke!
Well done to all of our students! We are very proud of your success!
Joshua
Daniels Sport Coach
MAKING A SPLASH
The Years 6-12 Swimming Gala happened to be held on Valentine’s Day this year and what an unforgettable experience it was!
The Va’adat Ruach made sure everyone felt the Valentine magic, donning Cupid costumes and spreading joy with sweet heartfelt messages to swimmers.
Well done to all the students who raced their hearts out, especially in the 50m events, which were worth double points. The 25m races kept us on the edge of our seats, with some incredibly close finishes.
Year 10 stole our hearts with their impressive participation, making a big splash in the pool.
Ruach was alive and dancing at lunch. And now, to the final standings:
• 1st Kinneret
• 2nd Arava
• 3rd Negev
• 4th Galil
Chelsea Dabner Sport/PE Learning Area Leader
SKILL AND ATHLETICISM
There was a fantastic display of skill and athleticism at the Years 6-12 Inter-House Athletics Carnival. Speed, strength and team spirit was in abundance. A truly memorable day! Mazal tov to Galil, the winning House on 2890 points. 2nd place went to Kinneret (2633 points), 3rd place to Negev (2549 points) and 4th place to Arava (2064 points).
Thanks to the Parents’ Association for the very well-received (and nourishing and refreshing) cafe at the carnival.
WELCOME TO ELC PICNIC
The King David School Parents’ Association (KDSPA) hosted the annual Welcome to ELC Picnic. With thanks to our Middle School students who ran activities for the
children while parents had the chance to meet other families as they start their educational journey at KDS together.
YEAR 7 PARENTS’ GET TOGETHER
With so many new families joining King David in Year 7, the Parents’ Association hosted a get together where parents could meet and share stories of the first few weeks of school. From discussions about upcoming b’nei mitzvot, to the excitement ahead for the Year 7 surf camp, it was a lovely and informal way to introduce families to the KDS community.
FAMILY FUN PURIMFEST DISCO
Our Junior School students and families got into the groove at our the KDSPA’s inaugural Family Fun Purimfest Disco. A perfect opportunity to increase our joy as we began the month of Adar. With alumni-DJ Sam Rudzki (Class of 2019) playing all the fan favourite hits, there was dancing, games and delicious pizza to enjoy. Along with our face painters, arts and crafts and sporty games–this was our King David community at its best. Thank you to our wonderful team of parent and student volunteers –your energy and passion helped to make this a spectacular event!
FROM KING DAVID TO THE MOON
Imagine building robots in a school competition, and then fast-forward to designing Australia’s first lunar rover! That’s the incredible journey of Jory, a King David graduate (Class of 2016). His story is a shining example of how a King David education, made even more accessible through scholarships, can truly launch students into remarkable futures.
Jory remembers the supportive teachers here who ignited his passion for learning. This spark led him to a Bachelor of Science and Mechatronics Engineering at Monash University, a journey made smoother by scholarship support. Now, as a Software Robotics Engineer at Lunar Outpost Oceania, he’s contributing to the Australian Space Agency’s Roo-ver mission – a project that’s literally out of this world!
Jory’s story isn’t a one-off. It reflects the many King David graduates who are making their mark, equipped with the
knowledge, values, and drive they gained right here. And often, these incredible journeys are made possible by scholarships that open doors to opportunity.
At The King David School, we’re dedicated to:
• Sparking Curiosity: Just like Jory discovered his love for engineering, we want to inspire every student to find their passion.
• Providing Amazing Opportunities: We invest in programs and resources to help every student reach their potential.
• Building a Strong Community: We create a supportive environment where everyone belongs and loves to learn.
We’re dedicated to empowering students like Jory, but we can’t do it alone.
Our upcoming Annual Giving Appeal will directly strengthen our
Scholarship programs, ensuring we can continue offering exceptional educational opportunities.
We will be running our 12-hour Giving Day on Tuesday, 24 June. This is part of our 2025 Annual Giving Appeal. Please mark your calendars.
We are very grateful for our community’s support.
Donations can be made securely online at foundation.kds.vic.edu.au/donation/
For more information please contact: Ruth Lew Head of Foundation
Tel: (03) 9527 0122
Email: ruth.lew@kds.vic.edu.au
King David Foundation Friday 20 June
In conversation with Deborah Conway Advocacy, art and personal journeys
Time: 9.15am - 11.15am
Venue: Elwood location
More details coming soon
ALUMNI MENTORS INSPIRE KING DAVID STUDENTS
Each year we enjoy welcoming back some of our young alumni who are currently completing university degrees at our Year 10 Pathways Day. This day is an important first step for our Year 10 students to start thinking about life after school. Our graduates from the Class of 2022, explained what university life is like and also talked about the options of starting university straight away or taking a gap year and some of the options available.
Sonia Bonich is currently studying Law and Commerce at Monash University. Sonia explained how King David teachers helped her to realise her strengths which assisted her in determining her university pathway.
Charley Cowen is studying Film and Television at Swinburne University. Charley told the students that she went to Israel on the Habo Shnat program before starting her course.
Jay Guttmann is studying a Bachelor of Civil Engineering with an accelerated Masters at Monash University. He is also part of a student team called Monash Sustainable Buildings. This team designs net zero energy buildings, competing worldwide in the US Solar Decathlon. Jay cherishes memories of celebrating chagim (Jewish festivals) during his time at King David and encouraged the students to make the most of these opportunities while at school.
Class of 2024 University Placements
Our 2024 VCE results puts KDS in the top 2% of the state. We love seeing our students follow their passions. Some students have commenced the first year of their tertiary studies and others are taking a gap year. We look forward to hearing about these many and varied experiences!
Jordy Rothfield is currently studying Physiotherapy at Monash University. After school, he took a gap year and enjoyed time working and travelling the world before starting his course at university. Jordy commented on his appreciation for his KDS teachers’ original approaches to learning. While studying VCE Physical Education, Jordy’s teacher, Tom Skinner, encouraged students to jump into ice baths to demonstrate strategies to enhance recovery and this exemplified different ways to learn something new.
Principal Marc Light and Pathways Advisor Liana Kiriati with alumni Jay, Jordy, Sonia & Charley (Class of 2022)
ALUMNI NEWS
Please continue to keep us informed by sending your news or changes to your contact details to: alumni@kds.vic.edu.au
ENGAGEMENTS
Joel Burston (2014) & Emily Klooger
Lexie Coleman (2016) & Jaren Israel
Jamie Engel (2016) & Jason Hong
Miriam Saunders (2013) & Rohit Lad
Natalie Sherr (2012) & Zachary Adams
Shelley Stein (2017) & Zane Ruscuklic MARRIAGES
Tia Blum (2016) & Josh Shatter
Josh Daniels (2013) & Ashleigh Klooger
Matthew Duke (2012) & Laura Mrocki
Jessica Kobritz (2011) & Anthony Barnes
Rebecca Maher (2014) & Jake Goldberg
Alex Milstein (2011) & Allie Scanlon
Ellie Zafarty (2010) & Yoni Cukierman
BIRTHS
Darren Abrahams (2002) & Amy Abrahams (Breuer), Luca
