INSPIRATIONS SPRING 2022 JEWISH LIFE / OUTDOOR EDUCATION PROGRAMS / FOUNDATION
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INSPIRATIONS 3 TABLE OF CONTENTS 4. Message from School Council President 5. Message from the Principal 6. Jewish Life 13. Teacher Profiles 14. Junior School 16. Feature: Outdoor Education 22. Outdoor Camps 28. Performing Arts 31. Nitzan 32. KDSPA 33. Foundation 34. Alumni ‘Inspirations’ is published by The King David School Community Relations Office (03) 9527 0103 or admin@kds.vic.edu.au All material is Copyright © to The King David School and may not be reproduced without permission. Front Cover: Year 8 students on camp in Central Australia
SCHOOL COUNCIL PRESIDENT
Most Senior School parents have memories of my late husband Ben walking around at the School’s annual fete – the King’s Carnival - serving glasses of wine to boost the wine sales, making friends all day.
This experience was where I made the parentfriends who still today remain in my closest circle –notwithstanding our kids have completed their school journey.
I urge each and every member of our school community to give of themselves, in whatever way they can, to our wonderful school. Whether it’s baking for the KDSPA café at the school musicals, supporting a KDSPA fundraiser or putting your hand up to become a volunteer on a KDSPA committee. We need you to get involved to ensure our events are successful. And, an added benefit is your children will feel pride in your contribution and hopefully go on to be givers/ volunteers in their community too.
What they don’t talk about is what you get when you give.
(There is a story that may or may not be true that I was banned from school excursions after buying a hot chocolate for all the kids in my Year 4 group on a freezing day at the Werribee Zoo, leaving the teachers to deal with the howls of protest from the students in other groups …) But I learned my lesson and kept signing up.
When the School Council asked me to take over as President soon after becoming a widow, those
along the line we started to understand we were modelling a powerful value when our children began to sign up, turn up and get involved.
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It’s such a turgid word. It conjures up an impression of obligation –stepping up to do your bit, as your civic duty.
But for all I gained, the biggest unexpected benefit was the pride of my children who loved seeing their parents involved with the School they were so proud to Somewhereattend.
We are all time-poor. All of us have varying degrees of stress; rushing children to and from school, after-school activities and social arrangements, all while juggling our own work demands. But it’s critical we make time to give back to our community.
Covid changed something within the DNA of our school community. The culture of ‘sign-up, get involved’ has been replaced with hesitancy, and an air of expectation – that someone else will step up. This has to change. Both to maintain what has been cultivated as the most special aspect of the King David experience, and to ensure we are not producing a generation of entitled kids who have no-one role modelling volunteering.
My own volunteering journey began at KDS. It was my first year of school. My oldest had started Prep and the call came for class reps. I remember the panicked thoughts running through my mind; I don’t have time … I don’t have digital skills … I don’t know all the parents. I needn’t have worried. The job was immediately over-subscribed, and I didn’t make the cut. The next year I didn’t hold back.
I met new parents while volunteering at the KDSPA cafe before school performances, and got to know students from other year levels volunteering to help with make-up before the musicals.
panicked thoughts returned – I don’t have the time … I have a full time job … I’m a single parent raising three kids. I knew I couldn’t do it without the support of my kids who would be the most impacted by the time taken up by that job. They were unhesitatingly supportive and excited.
Dr Thomas Nielson, University of Canberra, advocates for a ‘Curriculum of Giving’. His research shows that giving and service to others increases wellbeing and resilience in students (and adults).
Perhaps this could be your Rosh HaShanah resolution? Wishing you all a Shana Tova and a year filled with meaning and good health.
Lahra SchoolCareyCouncil President
Volunteering.
The genuine rewards from getting involved give back threefold the time you put in through a connection with others in a way you wouldn’t organically get, the satisfaction of really making a difference and contributing to an organisation you are part of, and the modelling which is far more powerful than a discussion with your kids.
Even Volunteering Australia (the national peak body) defines volunteering as “the time willingly given for the common good and without financial gain”. It sounds serious, time consuming and boring.
In order to achieve this, we are working with an organisation called Pathzero to map our emissions across every aspect of our operations. Once we are aware of where our emissions are coming from, we will be able to seek alternatives to actively reduce
In addition to the systemic adjustments and operational decisions that will facilitate these changes, the process will enable students, staff and parents to become engaged and educated on this topic. This has already been the case with our Zero Emissions Working Group which contains staff from the ELC, Junior School, the Senior School and the School’s administration also containing the Tikkun Olam Va’ad representatives of the Hanhagah.
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This is one reason why I am so proud to work in a school community that is dedicated to doing what it can to become a leader in taking positive action to support a better future for us all.
this term, my Insights column in the Harp was dedicated to the School’s bold goal of becoming a zero emissions school by 2025. I would like to share part of my message again as this initiative is a significant commitment and one which is leading the way in climate action in the educational sector.
MESSAGE FROM THE PRINCIPAL
Marc PrincipalLight
Climate anxiety is a significant issue that can impact on our sense of safety and optimism for the future. The challenge with this is that fear of the future is a rational response to developing an understanding of this existential issue. However, the antidote to fear is taking action in a way that allows one to feel part of the solution rather than the problem. This leads to a sense of purpose and helps foster positive belief about our capacity to address the emergency.
The Jewish Climate Network (of whom I am a board member) has adopted a Zero Emissions Community Project that aims to encourage institutions and individuals within the Jewish community to take steps to reduce their net emissions to zero.
Wishing our community a Shana Tova and a new year filled with hope and meaning.
While you read about our extensive and dynamic outdoor education programs in this issue of Inspirations, imagine a world where the beautiful nature walks in the Grampians or the magnificence of the Red Centre are simply memories, from a time gone by where students could enjoy the great outdoors and appreciate the glory of nature.
We cannot hold true to our mission while ignoring the reality that without radical change, our students face a future that is different from what we would hope for them. We need to do what we can to protect them from harm and to protect their future quality of life.
and/or offset these emissions where no reduction is Wepossible.already took a significant step to reduce our footprint with our installation of solar panels. This can be improved through installation of batteries. We are also partnering with Waste Ninja, a company that converts biodegradable waste into energy while capturing the emissions produced in the process. We are communicating with our bank and financial services to ensure that any school funds are ethically invested and avoid the promotion of fossil fuels.
At the core of The King David School Mission statement is “the provision of an environment that promotes the safety, wellbeing and inclusion of children … and protects them from abuse, harm, neglect, and the threat of harm.”
Earlier
The path to zero will not be easy. However, how wonderful it is for us all to feel that we can and will make positive changes that will help deliver a brighter future for our students.
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LIFE
JEWISH
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Our adorable Senior Kinder children recently celebrated Kabbalat Shabbat with grandparents and special Afriends.penguin and some dinosaurs made special appearances, chicken soup was “prepared” and joyous Shabbat songs could be heard throughout the celebration.
KABBALAT SHABBAT WITH GRANDPARENTS AND SPECIAL FRIENDS
Many thanks to our dedicated educators and to the wonderful Daniel Light for the music.
The children made beautiful gifts for their families which were presented to them with a massive hug before saying their Familiesgoodbyes.werealso able to enjoy creative video presentations of the children in class, preparing for Shabbat.
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Our Year 4 students presented their Jewish learning at our Eleh HaShemot celebration. It was a truly meaningful experience where the students were able to share what they have been learning in their current Jewish Studies Torah unit. The students were also able to delve into the meaning of their Hebrew name with a focus on personal attributes - what makes us, us, and who we aspire to be.
The learning culminated in a half-day Rosh HaShanah Festival of varied activities, celebrations and assembly.
Year 4 students have also been looking at connections between their names and the Tanach. It was wonderful to watch their love of Judaism grow and share it with their families.
In the lead up to Rosh HaShanah, students across the School were engaged in a range of learning experiences about this chag. Wonderful Rosh HaShanah art was created in the ELC and learning included a visit by a bee keeper who taught the children many interesting facts about bees.
ROSH LEARNINGHASHANAH
YEAR 4 ELEH HASHEMOT
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Junior School students created Rosh HaShanah cards for Emmy Monash residents and the Junior Choir then visited Emmy Monash to deliver the cards and sing to the Eachresidents.morning in the month of Elul, Year 2 students visited all the classes at the Junior School to sound the shofar at the start of each day.
Rachel Ben-Atar & Kim Fulop Junior School Teachers
Participants then chose from multiple Shabbat-themed sessions on offer, ranging from challah plaiting, kiddush cup and decoratingchallah-coverandmindfulness,
This term we held a Kabbalat Mitzvah ceremony for Year 7 students and their families. Centring around the theme of becoming B’nei Mitzvah and what this means, Shabbat was adopted as a lens through which receiving (kabbalah) Judaism and responsibilities could be explored. To quote the Zionist thinker Ahad Ha’am, ‘More than the Jews have kept Shabbat, Shabbat has kept the Jews.’
YEAR 7 KABBALAT
The evening began with hearing from members of three generations about their thoughts and associations with Shabbat: Year 7 student Luca Kaye, Year 7 parent, Doodie Ringelblum and Year 7 grandparent, Esther Kister.
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to how to host a Shabbat dinner, Shabbat in Israel, Kabbalah, and Shabbat in secret. Following the sessions, a communal Havdalah ceremony was held and parents presented their children with hand-written messages of hopes and prayers to be placed in a mezuzah.
Sidra DirectorMoshinskyofJewish Life and Learning MITZVAH
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Each year, the Jewish Life team at KDS facilitate a group of young Israelis to lead Israeli educational programs at the School over several weeks with the aim of offering a culturally immersive experience where students become more connected with Israel.
JEWISH LIFE ON OUR CAMPS
Camps, seminars and of course Shabbatonim, that offer the ability to be together through the 25 hours of Shabbat, bring unique opportunities to experience this beautiful gift of time. As students move through our school, we look to them to run many of these Shabbat experiences, thereby instilling a sense of ownership and agency over their practices.
Finally, as a school, we are incredibly proud to offer Yesh, our four-week Israel trip, to Year 10 students. This is outdoor education at a whole other level, as we walk the land, place our hands on the Kotel, see the proximity of borders, taste the foods, listen, ask questions and discuss.
They were billeted by three of our warm and welcoming KDS families and spent their time engaging students at the ELC, Junior School and Senior School in innovative programs and activities. In the Junior School, these learning experiences included discussions about the Maccabiah, Israeli Book Week and leadership. From tefillah to tug of war, lunchtime ruach, farming in the Arava to drumming in the Negev, it was a memorable experience for our students.
Sidra Moshinsky Director of Jewish Life and Learning
From Year 9 upwards, the Jewish Life team moves from participating on camps to running one for each year level: Year 9 Shvil Israel (Israel trail); Year 10 Hadracha (leadership) seminar; and Shabbatonim for Year 11 and for Year 12 where the pressures of VCE are set aside and students are encouraged to savour their time together as a cohort, reflect on their Jewish journey so far and look at the course it might take beyond the school walls.
Whether it be on Yesh or locally, wherever possible we embed a love and wonder for the natural world and our responsibility to be its custodians, harkening back to the createdness of the world in Bereshit and humanity’s task of Tikkun Olam.
Year 9 students spent time away on an Israel camp immersed in the rich history of Israel, modern Israeli politics and discussions on social hierarchy in Israel.
We also look to create opportunities in time –whether they be daily or through Shabbat – to embed meaningful Jewish moments and rituals. On camps, typically the day begins with a moment of gratitude as we recite ‘Modeh ani’ (Thankful am I) as a brief Shacharit (morning service), and boisterous singing of Birkat haMazon (Blessing after meals) ends the evening meal. We model the centrality and relevance of Judaism wherever we go.
The capacity to extend the walls of the classroom to include significant places and spaces is one that we relish in Jewish Life. Whether it be within Victoria, interstate or in Israel, an overnight Shabbaton or a nearly month-long trip, we recognise the opportunity presented by being away from our usual environments and rhythms to explore and unpack Judaism, big ideas, and to create experiences of both belonging and challenge.
Dali Bernhaut reflected after the camp that as “someone who hasn’t been to Israel, it can be hard to have a real connection, but by having this camp, it has not only prepared me for Yesh, so I can appreciate it even more, it has shown me where I have come from, and who a part of me is.”
IMMERSION IN ISRAELI CULTURE
Earlier in Term 3 we welcomed this year’s dynamic madrichim, Avital, Aviv and Gavriel.
My hobbies have changed a lot since having a baby last year and now I spend most of my time with my daughter, husband and Kenny (our golden retriever who works as a therapy dog at school with me). I love to run and bake when I can fit it in and I’m passionate about volunteering with Seeing Eye Dogs.
Q: What do you like about teaching at King David?
Towards the end of my schooling and into my tertiary studies I enjoyed the area of numeracy and the various branches of science - in particular, food science and combining food with Mathematics!
I ran my own business teaching piano to students and worked as an accompanist.
Q: What is your favourite part of teaching?
What are your hobbies outside of school?
I love teaching piano to students but I also enjoy working with students in choir and developing their singing and voices.
Being able to facilitate my students on their individual learning journeys.
Over seven years now!
Liz Hender Music
Q: How long have you been teaching at King David?
Piano is the main instrument I studied at university but I also played the violin growing up. As an adult I’ve learnt to play clarinet and a couple of other instruments to a basic level (It’s never too late to learn an instrument!)
Q: What drew you to music?
Q: Why did you become a teacher
I started in 2015.
The beginning of this year.
There are plenty! Some of my favourite memories are towards the end of the year putting on shows with the students and hearing them perform and display the work they’ve completed throughout the year.
Olivia Samachetty Science & Maths
I grew up on a dry fruit block in Mildura. I’m a country girl through and through!
Boxing, travel, spending time with family and friends, and I am a massive foodie!
Q: What’s something that might surprise us about you?
I’m the eldest of five children and teaching always came naturally to me. I started teaching piano when I was 14 years old and loved working one-on-one with students. In 2015 while working as an instrumental teacher at KDS, I enrolled at uni to get my classroom qualifications and now it’s the bulk of my work.
Q: What instrument/s do you play?
I love the beenenvironmentinclusiveandhaveinspiredbymany of my students! I love how passionate many of our students are about various areas of Science! All of the staff across the School have been very welcoming too.
I love the connection I feel to Israel. I was born in Haifa but we left Israel when I was 4 and I didn’t feel like I had a strong connection with my background until I started working at KDS.
Q: Why did you become a teacher?
Our excellent teachers are the backbone of our school. Each Inspirations we will be highlighting two of our teachers, getting to know their inspirations. This issue, we feature Junior School teacher Liz Hender (Music) and Senior School teacher Olivia Samachetty (Science and Maths).
Q: What do you like about teaching at King David?
Q: Where did you teach before King David?
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I have a passion for education, particularly in the areas of science and mathematics.
Q: What is your favourite part of teaching?
Seeing the “ah-ha” moment on a student’s face when they’ve made a connection. I also love seeing the happiness of students when making music together.
Q: What are your hobbies outside of school?
Q: What is your favourite memory from teaching at King David?
A few schools around Australia and England, including the Jewish Community Secondary School JCOSS (England) and Mackay Christian College (Queensland).
TEACHER PROFILES
At the age of six I heard a little girl playing piano and I wanted to learn. I taught myself to play nursery rhymes on a small toy piano. My parents finally signed me up for lessons when I was 11.
Q: When did you start at King David?
During my own secondary schooling I didn’t particularly enjoy Science and Mathematics.
Q: Where did you teach before King David?
Q: What drew you to Science and Maths?
Q: What’s something that might surprise us about you?
Q: What’s your favourite instrument to teach?
I can speak three languages, including French!
BOOK IN A DAY
The sound of sirens echoing through the dense forest, a story of ‘disaster and dreams’ and an intriguing title, ‘Murder on the Menu’ were just some of the ideas that materialised in the ‘Write a Book in a Day’ event. An event to coincide with Book Week, Year 5 students worked in teams over a nine hour period to craft stories in our KDS competition. The competition required that teams create a cohesive narrative of at least 1,200 words, as well as integrating certain parameters such as a journalist, a conflict revolving around ‘change’ and five specified ‘random words’.
Gideon Sharp, Taryn Stark and Debbie Arnheim
We were fortunate to be joined by celebrated author Elliot Perlman, who judged the narratives together with David Opat. Judging was structured around six criteria including cohesion and continuity of events, deliberate choice of language, and the crafting of ideas to support a theme. Elliot offered our Year 5 students wise words about resilience, overcoming adversity and accepting loss as necessary on the path to success. The students listened intently as the words resonated with their experience, and will, no doubt, serve them in time to come.
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Throughout the entire day, students impressivedemonstratedcollaborative skills, a high level of engagement and effort as they worked towards their common goal. The narratives showcase the creative talents of our Year 5 students and their strong command of MarisaRebeccaShearer,daycontributionswhoThanksandforCongratulationslanguage.toallteamssettinghighexpectations...achievingthem.totheteamofstaffeachmadespecialtoenhancethe–DavidOpat,JaniceLouiseLowinger,RudsteinandMowszowski.
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CRITICAL THINKING IN THE JUNIOR SCHOOL
An example of this is Year 1 students have been exploring the concept of sound and light as part of their Units of Inquiry program.
Our teaching and learning framework focuses on teaching students the crucial skill of how to think and learn rather than what to think and learn. The development of this skill will enable our students to thrive now and in the future.
In an extension to their learning, a lesson followed on how sound works and how eyes see colour. They discussed the difference between matter and energy and light and sound waves.
In the Junior School, students learn through curiosity, experiments and play. Our Junior School program, ‘Bedrock thinking’, is designed to develop thinking and cognitive functioning.
The students listened to different music and displayed what they heard through drawing. They used a different colour for each of the different pieces of music. After listening and drawing what they heard, they used words to describe how they felt listening to each to the Thispieces.learning experience taught students about patterns, symbolism and to connect their senses with observation, engaging them academically on a deeply personal level.
LEARNING IN THE –WILDERNESSOURCAMPSPROGRAMS
Ournation.Year7
students spend five nights in Anglesea, bonding with each other, learning how to surf and stand up paddle board. Year 8 students experience Australia’s Red Centre for nine days, visiting Uluru and surrounds, learning about First Nations’ history and culture. Our Year 9 cohort are away for 12 days as they hike in Gariwerd (the Grampians). Later in the year, they engage deeply with Israel on a four-night camp at Wombat Corner. Our Year 10 students undertake a three-day camp focused on learning leadership skills, then they embark on our month-long Yesh program in Israel. Year 11 students currently visit Tasmania for four days, exploring Australia’s oldest standing shul and learning about convict history. Later in the year, Year 11 students embark on a sailing camp, navigating yachts through the Gippsland lakes. Finally, our Year 12 students have a three-day Shabbaton, cementing their bond as a cohort and providing opportunities to think about their role as Jewish adults.
Sleeping
under the stars, the sky stretching out endlessly as the cicadas serenade you and your classmates. These are the memories we hold on to – we can almost smell the camp site years later. Camps are where friendships are formed, our limits are tested, and where we learn new things about ourselves and the wider world.
The King David School has a comprehensive camps program, beginning in Year 3. Our camps are structured so that each year scaffolds students for the next year’s camp program. Currently in Year 3, students go to Wombat Corner for a night. For many students, this is the first time they have stayed away from home or from their family members. Year 4 students return to Wombat Corner, this time for two nights (three days). Year 5 students currently camp near Bacchus Marsh for three nights, visiting Sovereign Hill to experience the Gold Rush era (part of the Year 5 curriculum), as well as learning about symbiosis in nature. The Year 6 camp is also linked to the curriculum, with students spending five days in Canberra learning about democracy, citizenship and the formation of our
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also gives students a chance to see teachers in a different light. Year 9 student Dylan Padowitz said, “We were also able to have a lot of fun with the KDS staff, who when in a casual environment are interestingly, quite a bit of fun!” Years 9 and 10 Coordinator Kathy Ross observes that camp shows students that teachers can be vulnerable too.
Camps are structured so that students solve problems together, and push themselves physically and emotionally. Year 10 student Shelley Wajsbrem relays how on Year 7 camp, she learned that “I could do more than I thought I could.” On last year’s Year 3 camp, torrential rain threatened to dampen the activities, but the students still went tree surfing in the rain. Students got into harnesses, and supported each other to go. Anna Fink said, “In the classroom, it’s easy to say ‘I don’t know’ or ‘I’m not sure’, and then when you’re there in a harness and you’re terrified but all the kids have gone before you and it looks fun – it’s easy to push yourself.
Camp takes students out of their routines and their familiar zones. Kathy says that students can “curate their lives in such a way that they’re not challenged often, whereas camp gives them an opportunity to face things that are a bit challenging and uncomfortable and push through and see what they’re capable of.”
“What we’re trying to do is to purposeful.”positivepowerful,everyeachmakeandcampand
Many of the teachers interviewed, observed that camp offers them a chance to learn more about students and experience their full personalities. Junior School teacher Anna Fink says, “we see a completely different side to these students.” Camps are also “an amazing opportunity for us and for the students to see the skills that they have that we wouldn’t usually see in the classroom”, said Anna. Tzev Lev (Jewish Experiential Education) Coordinator Yoel Benn, says “There are a lot of students who find the daily routine of school difficult and they thrive on camp. It’s great to get to know students as their complex selves – different environments bring different things out of them.” Camp
Our Camps Coordinator, Russell Newman, explains that each camp facilitates students bonding with each other, learning, and challenging themselves. “What we’re trying to do is to make each and every camp powerful, positive and purposeful.” Russell reiterates that King David’s values of inclusivity, egalitarianism and social justice are woven throughout each program. Camps are a chance for students to socialise with others they don’t usually spend time with, to make decisions together, and learn about our environment. Russell adds, “we want camps to actually make a positive difference for our students.”
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Thinking about camps overall, Russell Newman believes that the main skill camps teach is “how to put up and find the comfort in being uncomfortable sometimes.” Resilience is a skill that students will draw on for the rest of their lives. Russell gives the example of the Year 9 camp where students hike for an extended period of time. Students have nicknamed this camp, ‘the survival camp’. Russell says that many of the students are fearful before the camp, and yet the feedback afterwards “highlights that it’s not a survival camp, it’s actually where they’ve communicated and shared and understood each other far more than what they would have Russellnormally.”points out that an important part of camps at King David is to teach students that they have the support that they need: from their peers and friends, and from staff. The Year 8 Central Australia camp for example, encourages students to “step into an uncomfortable environment and learn to find the support structures within peers up there”, said Russell. On Year 9 camp, “we try to get the students to understand that within a small group, you’ve got all the support structures that you need around you.” This is further reinforced on Year 11 camp when students need to support one another to sail a yacht - if they don’t, the yacht won’t move.
Teaching students to draw on their peers for support teaches students how to give support. This asks students to embody King David’s values of egalitarianism and inclusivity. Of the Year 3 camp, Anna Fink said, it’s “amazing to see students who don’t usually play together encouraging each other,
Once students do one thing that’s scary, they want to do it again and again. They’re proud that they did it and they realise that they can do something that’s scary for them.”
Kathy Ross reiterates that “Praise is one thing; writing feedback in a report is one thing; but students actually putting their pack together, setting up their tent, cooking in the rain – there’s no richer feedback in terms of their sense of self.”
Groups at camp are structured so that students interact with those outside of their immediate friendship group, learning more about each other and how to best offer support. Year 9 student Ava Boulton-Webb said, “the majority of the people in my camp group were people I wasn’t close with and or hadn’t really talked to. This changed at the end of the week and I was glad that I had made new connections.” Year 10 student Debbie Pastor said “I got to know people I’ve gone to school with for years a lot better and built connections with them that I wouldn’t normally be able to do.” These connections keep growing. Reflecting on the Year 12 camp, student Mia Wald said, “it taught me about myself and my relationships with others. I will never forget the unity and friendship bolstered from singing around the campfire.” For Mia, the camp “provided the rare opportunity to thank my classmates about their impact on my warm King David experience through written notes, allowing me to communicate with people I don’t speak to on a regular school day.”
supporting each other - ‘C’mon mate there’s just 20 more steps to go until the next platform.’” Egalitarianism is further encouraged on the Year 4 camp, whereby the Year 4 students share a night at Wombat Corner with the Year 3 students, serving them dinner and helping the younger students adjust to life at their first camp. Russell Newman says, “The idea is that we’re trying to look after others who are less experienced than what we are there.” Year 7 camp creates opportunities for students to support each other as they learn how to surf, which scaffolds students in Year 8 to help their peers as they walk through Central Australia, further preparing students to hike together for an extended time in the Grampians in Year 9.
“Campcapableseechallengingthattoopportunitystudentsgivesanfacethingsareabitandwhatthey’reof.”
As well as expanding their relationships with peers and their support networks, camps offer students a chance to learn skills they will apply throughout their lives. Kathy Ross says camps “help develop the whole student”.
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Learning how to switch off is a skill that is crucial in our activity-filled lives. This is increasingly important tool to help manage anxiety. As well as helping students become less reliant on devices, camps at King David have built-in relaxation time, particularly to mark Shabbat.
Besides skills such as how to care for the environment and cook using rudimentary materials, alongside resilience, Russell Newman lists independence, identitiesresponsibilityisthattimescookingthemedclassmates.responsibilitytothetoBenncommunicationpracticemoreinAscommunicationmasteringawherebypeaksascommunication,adaptability,trust,andteamworkattributescampsteach.ThisintheYear11sailingcampstudentshavetoworkasteamwithinaconfinedspace,navigation,cookingandonthewater.studentsmovethroughcampstheSeniorSchooltheyaregivenautonomywhichallowsthemtodecision-makingalongsideandteamwork.Yoelpointsoutthatasopposedthestructuredenvironmentofclassroom,campsaskstudentsshapetheirexperiences,takingforthemselvesandtheirStudentsplanactivities,dinners,Shabbatservices,duties,andevenwakeupastheygetolder.Yoelsaysoneofhishighlightsofcampsseeingstudents“stepupandtakefortheirownJewishandtheircommunity.”
“Learning how to switch off is a skill that is crucial in lives.”activity-filledour
A further life skill our students learn on camps is how to disconnect from their devices. Reflecting on last year’s Year 10 camp, which was two weeks in the Victorian wilderness, Kathy Ross commented that the change in students over the camp as they got used to focusing outwards rather than on their phones was palpable. Kathy said, “It was just the most amazing time with no tech. The two week process got the students to a point where they were coming up with ideas – they joined us in running the camp. We navigated tricky situations together. The kids grew up in front of my eyes, culminating in a beautiful Shabbat and a talent night.” Students comment that they were happy to have time away from their devices and that it was easier than they expected.
Problem solving is an integral part of human development and more essential for our students than ever before. Outdoor Education creates the learning environment for students to have practical experience in everyday problem solving. Whether they are engaging their critical and creative thinking skills through high and low ropes courses at Wombat Corner, orienteering in Sovereign Hill or working out how to catch a wave on a surfboard in Anglesea, King David students are constantly engaging their thinking skills to be effective problem solvers.
“Life is always better in the great outdoors!”
Risk taking is a fundamental part of human development and is closely linked with our decision making. The ability to make effective decisions in the face of risk or uncertainty is an essential skill for all King David students, especially when navigating through our ever changing world. So whether our students are rock climbing or abseiling in the Grampians, or sailing in Bancroft Bay (Metung) they are constantly being required to assess risks and make judgements that will not only impact themselves, but their class mates as well.
Our camp programs create memories but also create lifelong skills –learning how to explore, to push ourselves, to connect with others, and how to rest. Incredible, just like the country our students get to experience.
EDUCATIONOUTDOOR
The term Outdoor Education literally means learning “in and about” the outdoors. Students are provided with a range of learning experiences in the outdoors that challenge and consolidate their skills, knowledge and understanding of how the world works and their part in it. I think it is explained perfectly in the following quote:
‘Outdoor education does not have specific content, it just involves doing activities in the outdoors!’ (Dr Alison Lugg, Latrobe University)
Yoel Benn says that Shabbat is “one of the greatest gifts in the world. It’s everything we value as Jews about relationships, giving nature a break, stepping away from our routines - it’s the ultimate life model for wellbeing.”
Russell Kaplan Vice Principal Teaching and Learning
As you can see, our camp programs provide the perfect, safe learning environment for students to assess risks, problem solve and collaborate with their peers. While classroom learning most certainly can identify and define essential skills, strategies and understanding, it is only embedded in our neural pathways once we have the opportunity to transfer the learning into action.
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So how important is Outdoor Education in the development of King David students?
While outdoor experiences create opportunities for self-reflection, they also create opportunities for social learning. Being part of a team or group assists children in finding their voice. As they share ideas, brainstorm, look at alternative perspectives, students are learning the integral skill of collaboration. This is an essential skill that will hold them in good stead as the progress through life.
Experiencing Shabbat together is “a great part of year level development, having that change of pace.” This helps students move from focusing on doing to focusing on connecting with themselves and their peers.
CAMPS
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you enjoy the following reflection from Lori Padowitz who attended the camp:
The highlight of the trip was the brilliant sound and light night show at Sovereign Hill. This brought the Gold Rush alive right before our eyes before burning it all down in the name of the Eureka Rebellion.
But I won’t exclude the most interesting topics we explored on camp. We got to visit Parliament House and got to go to the actual room of the Senate and House of Representatives, and then as a treat we got frozen yogurt! We also went on a variety of tours that mostly consisted of memorials but also took a trip to the National Gallery of Australia and to the Australian Mint. The only frustrating thing was the cold rain was hard to bear but other than that I definitely recommend Year 6 Camp.
A spontaneous visit to the Aboriginal Tent Embassy provided an opportunity to listen to a presentation during Reconciliation Week. Thank you to our wonderful staff for providing a full week of exploration for our students and taking such good care of Wethem!hope
Year 5 students struck gold on their camp to Sovereign Hill in Ballarat. Confectionery making, gold pouring, a tour of a mineshaft and the opportunity to role play historical gold miners was on offer. The wet, soggy and cold weather was also a reminder of the conditions experienced by the old prospectors during the Gold Rush.
Lori Padowitz (Year 6)
Taryn Stark and Gideon Sharp
Year 6 Camp will definitely be a highlight this year. It was very political and interesting but with a twist of some fun, active activities. We got to go on a bike ride across a park and pond and then go rock climbing, and then to Questacon which was super fun and got to explore many things there. They were the most fun activities I participated in all camp.
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After fortunes were found on the goldfields, the students experienced three days immersed in nature. This included bushwalks, competitive hut building, geocaching, archery, rock climbing and low ropes.
YEAR 6 CAMP
STRIKEYEAREUREKA!5CAMPGOLD
One of the highlights of the year for our Year 6 students is the trip to our nation’s capital, Canberra. Our students were engaged in all there is to learn and enjoy, visiting prominent landmarks and educational sites including the National Gallery of Australia, the Electoral Education Centre, Questacon, Parliament House and the War Memorial.
Southern Cross. Now nobody should get lost because we all know how to navigate using the Shabbatstars. was also a highlight. We had a Friday night service under the gorgeous setting sun to welcome in Shabbat (thanks to Jade and Nina!). It was full of beautiful tefillot and great community vibes. Then we had a Shabbat morning service and a Havdalah service to farewell Shabbat. After a long 5 hour bus ride we arrived at the amazing Earth Sanctuary in Alice Springs. We kept our legs moving by going on long distance and challenging hikes. We walked many trails and went to lots of scenic locations such as Emily’s and Jessie’s Gaps, Standley Chasm, different parts of the Larapinta trail and more. At the stunning Ormiston Gorge we hiked up a mountaintop and looked down at spectacular hills and lakes.
After a long yet exciting camp, it was time to go home. A final delicious meal and expert packing, we were off to Melbourne. This camp had been a series of ups and downs but it was filled with great memories too. Every little detail was organised by Russell Newman and the KDS staff and to them we are indebted. So once again thank you guys for giving us the privilege of an amazing outback adventure!
This authentic and unique opportunity for our students included a dynamic and engaging range of activities. Highlights included a guided tour around Uluru at sunrise, Shabbat in a magnificent camp setting overlooking the East MacDonnell ranges and star gazing with expert guides and a fully equipped observatory at the camp site. The exquisite site also featured its own wind and solar energy and focused on sustainability and climate change
This experience has no doubt encouraged our students to appreciate the preciousness of life for all the world’s inhabitants.
Our Year 8 students spent 9 days in Central Australia on a culturally immersive camp experience, learning about country and ancient practices of the Anangu and Arrernte people of Uluru and Alice Springs.
Our peers also experienced sleeping in a swag for the first time (a swag is like a one-person tent and acts as an outer layer for your sleeping bag). It allowed us to sleep under the enchanting Milky Way and wake up to the colourful and beautiful sunrise.
Hikingawareness.inthe magnificent MacDonnell Ranges uncovered magnificent viewpoints and areas that are sacred to the world’s oldest living culture.
Our time at the Uluru campsite was filled with fun and eventful activities. We woke up early for sunrise and went to local museums where we learnt about Aboriginal art and culture. We did the base trek around Uluru and rode camels through the desert. We had delicious meals, put on all our warmest gear at night and sat around a bonfire. One night, we went to a lookout, lay down and looked at the stars in the vast night sky while listening to a didgeridoo. Our guide pointed out many constellations like the
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Giselle Berman & Lennox Burstin-Irwin (Year 8) CAMP
YEAR 8
Year 8 camp this year was a real treat! We spent over a week bonding, learning and taking in the sites of beautiful Central Australia. We were in the Red Centre for a total of nine days and eight nights across two spectacular campsites. With our dedicated staff, knowledgeable and friendly guides, talented cooks and the two brothers who ran the whole operation, Tom and Danny, we were well taken care of!
Enjoy the following reflections from two of our students.
After a layover in Sydney, we finally arrived in Yulara (the town outside the Uluru Kata-Tjuta National Park). We settled in our tents for two days. We got to experience an amazing sunset at Uluru and Kata-Tjuta. We enjoyed the fresh air and the dazzling colours.
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26 INSPIRATIONS
Year 9 students enjoyed a peak outdoor education experience on camp in Term 2. In the first week, they hiked in groups, sleeping in tents and cooking their own meals. They then gathered to spend Shabbat together.
YEAR 9 CAMP
Over 11 days of Year 9 camp, I was pushed out of my comfort zone both physically and mentally. Coming back from the trip, I have found myself to have a different perspective on the people in my year level, as well as the privilege to live more than ‘simple living’.
At the start of week one, when the groups were announced, our group was the only group that was entirely mixed between friend groups. The majority of the people in my camp group to which I would be with for the next five days, were people I wasn’t close with or hadn’t really talked to. This changed at the end of the week and I was glad that I had made new conversationsconnections/startedwiththose people.
We all had new stories to tell. As well as the fact that we had meat for the first time in five days. Another highlight was scouting out town and visiting Ants regenerative farm. This was because it was nice to get out of the usual campsite, as well as an opportunity to be more independent during those Overall,activities.Ienjoyed this year’s camp. I loved the freedom of the first week and the regrouping of the second week. If I had to do this camp again, I would make sure to bring a pillow and ugg boots. If I had to change one thing, I would want to go canoeing earlier in the week; that way our shoes would have time to dry. I’m glad I went both weeks, and I’m very sure that the connections we all made will last.
Enjoy the following reflection from Ava Boulton Webb:
I loved the Friday dinner when we first got back to the base camp. This was because I hadn’t seen most of my friends for a week.
In the following week, they learned cooking skills with the on-site chef, regenerative farming with a local farmer, woodwork with Tom Skinner, and explored the local history from the geological past to the First Nations People, to the colonial times and the current era, led by a local whose family has lived in the area since the 1890s. They also experienced archery, rock climbing, abseiling, canoeing and the high ropes course.
Ava Boulton - Webb (Year 9)
ONWELLBEINGFOSTERINGCAMPS
with people I don’t speak to on a regular school day.
Mitch Langer (Year 12)
During the lead-up to the Year 12 Shabbaton, I was extremely sad and to be honest a little disappointed to have only a three-day Shabbaton as my final camp. Despite my prior thoughts and feelings, this camp challenged my expectations and was definitely one of the most memorable and enjoyable camps I’ve experienced. The whole Year 12 cohort was faced with difficult and uncomfortable situations but managed to become stronger and more united as a group and individually. I was blessed with the opportunity to develop closer relationships with my peers, as I reminisced with each and everyone about a special connection that we shared throughout our schooling. I would like to thank the School for all the amazing opportunities and experiences it has provided for me over the past 15 years of my life.
INSPIRATIONS 27
Facilitated by Tzevet Lev (Jewish Life team), a Year 12 Shabbaton was held at Queenscliffe in June, with the aim of the camp for students to experience a meaningful Shabbat together and reflect on their time at school. Students explored their connection with the Jewish community and their Jewish identities and discussed what they want this to look like after school.
Mia Wald (Year 12)
David Opat Vice Principal Wellbeing and Head of Junior School
The Year 12 Shabbaton was the bittersweet summation to the five wonderful KDS camps I have attended. Unlike the others, which taught me how to cook rice on a trangia or challenged my canoeing or surfing abilities, this camp was unique - it taught me about myself and my relationships with others. I will never forget the unity and friendship bolstered from singing around the campfire, or the tears and attachments brought by individually reminiscing about our schooling to the whole cohort. It provided the rare opportunity to thank my classmates about their impact on my warm King David experience through written notes, allowing me to communicate
Overall, the Shabbaton was the perfect final school camp to help us enjoy our last few months we all have together.
This was a bittersweet experience as this will be the last time the cohort experiences time away together on a KDS camp.
Of course it is great to see the natural world, be out of the urban environment and off in wild surroundings. Perhaps we go on camps for new culinary experiences, maybe we go on camps to live in awkward communal situations. Whilst these are all good reasons to go on camp, I believe that the main reason we go on camp is to psychologically grow as Livingpeople.with other people who are not family members calls upon students to develop greater tolerance and understanding. Bunking with eight other people or sharing a tent requires students to manage their impulses and not respond to things that may cause them Attemptingannoyance. activities which are out of one’s comfort zone like rock climbing, full-day hikes and orienteering builds selfbelief and can lead to the development of Onresilience.camp,at times students are given materials and are asked to work as a group to build a raft and cross a body of water. At other times, students need to work as a group to sail a boat, or play team building games where the group succeeds only when everyone works together. These are crucial micro skills that help students understand the process of contributing ideas, listening to others and displaying flexibility. These are the attributes needed in every workplace. Our outdoor education programs include a wide range of places and they are for varying lengths of time. Stamina is often the trait that is needed the most. In our normal lives, the fridge is close by, our phone is at hand and we can always take a break. On camp, we need to be strong and keep on going past what we think we can achieve. One of the most rewarding things to see on camp is the combination of exhaustion and surprise that students show at the end of an activity. They have achieved more that they thought possible. So, why go on camp? Because outdoor education is often where a great deal of real learning happens beyond the important academic skills we learn in our normal day. Happy camping.
YEAR 12 SHABBATON
The following are student reflections from Mia Wald and Mitch Langer.
How do you squeeze 65 million years of history into approximately an hour of theatre? Impossible of course. Confronted with a global catastrophe, VCE Theatre Studies students addressed this crisis in their three performances of Darcy Parker Bruce’s play Always Plenty of Light at the Starlight All Night Diner. The set was sublime, light and sound coloured the characters’ discourse and pathos pervaded the performances. A ripper production, showcasing the amazing talents of our students. Edgy and highly entertaining. Well done to Year 11 students Charli Cantoni-Bud, Teige Cordiner, Shayna Epstein and Jacqui Pizzo. Mazal Tov to Laura Rickhuss for her vision and direction.
P erfor M ing A rt S STARLIGHT 28 INSPIRATIONS
AEBSOLUTELY FABLE-ULOUS
INSPIRATIONS 29
Aebsolutely Fable-ulous, performed by our Years 3 to 5 students was ABSOLUTELY FABULOUS! For many, this was their first live performance and they revelled in the opportunity. The show was written by Bella Kourdoulos (KDS staff) and based on some of Aesop’s fables.
The students gave impressive performances and kept the audience enthralled Thanksthroughout.toBella, Liz Hender and all the Years 3-5 teaching staff for their contribution to rehearsals and support in the running of the show.
We ended Term 3 on such a high, with three outstanding performances by our Years 6 to 8 Performing Arts students in The Lion King.
30 INSPIRATIONS
LION KINGA TRIUMPH
It was so heartwarming to watch the students deliver such authentic characters, with many appearing for the first time in a staged musical (due to Covid over the last two years). The music accompaniment (featuring many Senior music students) and acting was superb Kolentertainment.HaKavodto all involved in this magnificent production.
Based on the 1994 Disney animated feature film of the same name and William Shakespeare’s Hamlet, The Lion King is the story of Simba, an adventurous and energetic lion cub who is next in line to be king of the Pride Lands, in the African savanna. It is a story about identity, family, and responsibility.
INSPIRATIONS 31
Year 9 students are at a pivotal moment in their development and begin to ask questions such as “Who am I? Who do I want to be? How do others perceive me?” It is a period when young adults are tentatively developing a sense of self, are beginning to explore how they fit into the world around them and start to question the status quo.
Jayne Wise, andonecommunity.theaboutofTheygivingtostudentsexperiences.activities,thatEachopportunities.”andaskillsempoweringownership“giveswithinprovidesNitzanco-ordinator,Nitzandescribesasaprogram“thatvoiceandchoiceaframework”.Nitzanouradolescentsovertheirlearning,themtobuildfortheirfuturethroughvarietyofvibrant,dynamicpracticallearningtermhasathemeisdevelopedthroughexcursionsandpeakInterm3,ourwereencouragedexplorethenotionofback(TikkunOlam).heardfromarangephilanthropicinstitutionstheworktheydoandimpactithasontheTheythenchoseoftheseorganisationsvolunteeredweekly.
A & B: Assisting at C-Care C: Preparing meals for TBI’s Nourish program D: Engaging with residents at Smile on Seniors OZ E: Sorting donations at the Posh Opp Shoppe C EDAB
With this in mind, KDS has developed a full-day program specifically designed to support and challenge our Year 9 cohort on their journey of beyondsupportsstudentsdedicatedblossom),Calledself-discovery.“Nitzan”(meaningtheprogramistogrowingourinawaythathealthylivingschool.
NITZAN
Thanks to all who attended and to those who donated prizes for this event.
Tina KDSPALandsbergPreseident
After three years, the KDS favourite family day out is BACK! Want to be on the Carnival committee? Contact: kdspa@kds.vic.edu.au DATETHESAVE KING’S CARNIVAL 26SundayMarch 2023
32 INSPIRATIONSKDSPA
With lots of fluoro, headbands, leg warmers and scrunchies, the crowd certainly got into the theme and enjoyed reminiscing 1980s music and fun facts.
In an ode to all things 80s, our wonderful Parents’ Association (special mention to Sarah Popper), hosted a Trivia Night fundraiser in Term 3. It was a blast and Quizmaster and MC extraordinaire Raoul Salter, supported by comedy duo David Opat and Russell Kaplan, was superb.
Anna Skarbek CEO Climateworks Centre
Eytan Lenko Panel Moderator
Stan Krpan CEO Solar Victoria
Ben MemberBurgeof the Team Telstra Energy
Why2022BreakfastBusinesssmartbusinesses are
TIME THRIVETO
Ben has been at the helm of epic and humiliating failures across six industries and three continents, in the midst of which he picked fights with bullies, lost (and then rediscovered) his faith in democracy, and occasionally got lucky in the all-consuming religion of start-up and early-stage Ingrowth.June,
Eytan is a atDebbieClimateaAlongEnergytoorganisationoftransition.leaderentrepreneurtechnologyandthoughtoftheclean-energyHeistheCEOBoundlessEarth,anwithamissionmakeAustraliaaRenewableSuperpowerby2030.withhiswifeDebbie,heisco-founderoftheJewishNetwork.EytanandhavethreechildrenKDS.
King David’s bold goal is to be a zero emissions school by 2025
We are excited to embark on fundraising for an ambitious building project for our School - Stage 1 of a visionary three-stage Master Plan, the construction of a leading edge Sports & Health Precinct.
Solar Victoria delivers the Victorian Government’s flagship $1.3 billion Solar Homes Program, as well as the Solar for Business Program, Home Heating and Cooling Upgrades Program and Zero Emissions Vehicle Subsidies. Stan has a track record of delivering high-profile government programs and reforms across various sectors including renewable energy. leading the way Pathway to
Climateworks Centre is a nonprofit organisation working towards system-wide net zero solutions. A former banker and green policy adviser, Anna has led Climateworks since its creation in 2009, analysing emissions reduction opportunities, setting the ambition and unblocking barriers to implementation.
the King David Foundation launched the Time to Thrive campaign to drive fundraising for our new leadingedge Sports & Health Precinct. The building will operate as sustainably as possible including generating its own electricity. Funds raised from our 2022 Business Breakfast will support this project.
To learn more about our Time to Thrive campaign please visit au/time-to-thrivewww.foundation.kds.vic.edu.
Thursday27OctoberTheParkAlbertPark7.15am-9.15am
INSPIRATIONS 33
The theme of this year’s Business Breakfast is: Pathway to Zero: Why smart businesses are leading the way towards a zero emissions economy.
For more information about the Business Breakfast or Foundation contact: Ruth Lew Head of Foundation Tel: +613 9527 0122 Mob: 0439 446 444 E: ruth.lew@kds.vic.edu.au
We’ve invited some of Australia’s leaders on emissions reductions to discuss how the private sector is reducing their environmental impact and supporting sustainable developments.
Alumni were blown away by the brand new learning spaces and how learning has changed over the last decade. Marc Light welcomed home our alumni and encouraged them to continue to remain connected to King David as memories were shared and we enjoyed learning about the many and varied career and life pathways of our KDS family.
ALUMNI REUNIONS
Our past students were so excited to be together again and to see some of their former teachers including Past Principal Michele Bernshaw. The highlight was the tour of the Senior School building and trying to work out what each space used to be before the refurbishment.
34 INSPIRATIONS
Each year we host 5, 10 and 20 year reunions for our alumni. This year, due to two years of missed events because of Covid restrictions, we welcomed back nine different cohorts for alumni reunions! In May, we held reunions for the Class of 2017, 2016, 2015 as well as 2012 and 2002. In September, we FINALLY held our 10 year and 20 year alumni reunions in person for the Class of 2011, 2010, 2001 and 2000.
Cory is working as a Clinical Neuropsychologist at Epworth Rehabilitation and in private practice through VCPS. He is also completing Huntington’s Disease Research at Monash University.
Cory Wasser Class of 2010
At school, Fiona studied English, Maths Methods, Further Maths, Chemistry, French and Religion & Society. She says that KDS encouraged her to try new avenues through music, languages and science. Fiona said that KDS fostered a learning environment where she was able to achieve her academic and social goals whilst highlighting the importance of Jewish values, community and helping others. Her close group of friends are still those she went to King David with and she has very fond memories of her time at KDS.
Fiona Class(Grouber)Bederof2010
He is also a teacher and lecturer at Monash University and is involved in managing Huntington’s disease research and clinical trials.
Attending our recent reunion, these graduates have shared with us what they have been up to and how KDS has influenced them in their chosen pathways. We look forward to welcoming back more alumni next year who will present to and mentor our senior students.
During his VCE at King David, Cory studied English, Legal Studies, History, Further Maths and Jewish Studies. He says that KDS helped him pursue his goals related to academic achievement and provided a supportive environment to learn. Cory remembers his time at King David fondly as providing a fantastic environment to develop strong friendships.
Fiona graduated from KDS in 2010 and went on to study a Bachelor of Health Sciences and Master of Physiotherapy Practice at LaTrobe University. Subsequently, she has also completed a Postgraduate Certificate in Pelvic Floor Physiotherapy at the University of Melbourne. Fiona works in a number of physiotherapy roles including on the Cabrini Hospital maternity ward as a Women’s Health & Pelvic Floor Physiotherapist where she supports new mums with their acute physiotherapy care. She also has her own private practice, ‘Pelvic Wellness’ where she specialises in work with a range of conditions including perinatal health, pelvic floor problems (bladder/ bowel) and also pelvic pain conditions.
WHERE ARE THEY NOW? connect
After completing VCE at KDS in 2010, Cory went on to study a Bachelor of Psychology with honours. He has now also completed his Doctorate of Clinical Neuropsychology.
Fiona is particularly proud of starting her own business and leaving the safety of a full time job at another clinic which required a big leap of faith. She would encourage anyone who wants to try something different to give it a go! To fellow KDS graduates, she recommends being active in university groups, both socially and professionally. She continues to be part of various physiotherapy professional development groups and further her learning through new workshops and courses. We hope that KDS played a part in this desire for continuous improvement and lifelong learning!
ALUMNI PATHWAYS
INSPIRATIONS 35
His role involves neuropsychological assessment and management of patients with acquired brain injuries. Cory works with adolescents (16+) and adults who are experiencing thinking difficulties or are having difficulties with their mood, providing assessment, diagnosis or rehabilitation. Clients sometimes present with either emotional or thinking difficulties around either a medical condition or a crisis in their life. Cory has particular interests in the assessment and treatment of thinking or mental health difficulties in people with depression or anxiety, neurological disorders, acquired brain injuries, neurodegenerative conditions, and issues surrounding their capacity, and medical issues affecting their thinking skills.
new
Jemma Braun (2015) and Samuel Spicer
Dana Hamilton (2012) and Nick Lewis Tayla Herbert (2013) and Damien Feren Brittany Marlow (2014) and Andrew Keeghan
Please continue to keep us informed by sending your news or changes to your contact details to: alumni@kds.vic.edu.au
connectALUMNI NEWS
new school Limited places available for 2023 Enrolling now for 2024 ELC & Junior School Tour Friday 14 ThursdayOctober1December Book online: www.kds.vic.edu.au Enquiries: 03 9527 0102Senior School Tour Friday 25 November
MARRIED
BIRTHS
ENGAGEMENTS
Nathan Companez (2009) and Tamsin Gordon Nicole Gerson (2014) and Jake Port Meital Gofman (2008) and Yuri Khanin Jordana Green (2005) and Chris McGuigan Natalie Kiriati (2008) and Agustin Tarapow Ben Krynski (2004) and Emma Fidziukiewicz
Karen Goldschlager (2002) and Simon Freiberg, Noah Romi Goldschlager (2004) and Kieran McLean, Isabelle Brendan and Tamara Grinberg (Pintov) (2000), Amelia Tallia and Jason Herbert (2010), Billie Alana Kaye (2008) and Jordan Harris, Aurora Sonja and Brad Marlow (2009), Zander Olivia Sandler (2009) and Daniel Loff, Kobi year
