Inspirations Magazine Spring by The King David School

SPRING 2024

This magazine is printed on Sovereign Silk stock which is Acid Free, EMS, Element Chlorine Free and comes from Responsible Forestry Practices.

DSCHOOL COUNCIL PRESIDENT

uring this past year, my first as School Council president, The King David School has faced some challenges and experienced many significant highlights.

Our year started with our Back to School Service, wonderfully led by our Year 12 students. We also enjoyed key school celebrations, including Purim and Yom HaAtzmaut and took part in the sombre observance of Yom HaZikaron and Yom HaShoah.

Guided by our unique pedagogical approach, our educators continue to provide a first class education experience to our students supported by innovative, bespoke and evidence based learning programs that benefit all of our students ranging from the youngest learners to our VCE cohort.

Unfortunately, much of this past year has been overshadowed by the situation in Israel which has deeply impacted not only our wider community but also many aspects of our school and its dayto-day activities. These events have touched us all in some way and we continue to pray for a resolution which will see the return of the hostages and peace.

The School remains diligent in addressing the welfare, security and other issues associated with the events in the Middle East. In the face of adversity, towards the end of the last academic year, we welcomed students and facilitated short term enrolments from children of Israeli families who had come to Australia as a result of the Israel-Hamas war.

In terms of School Council, this year’s Annual General Meeting saw some changes.

Danielle Nahum has stepped off Council. We thank Danielle for her efforts and input and wish her the very best for the future.

After what seems like an eternity of an association with our school, Peter Levi decided not to stand for re-election. Peter and his wife Jenny have a long history with our school dating back many years. We thank Peter for his years of dedication and service and his contribution to the school.

This year Temple Beth Israel appointed a new Senior Rabbi –Rabbi Allison Conyer. She has joined School Council and will no doubt be a strong asset for both our school as well as Temple Beth Israel.

Current parents Jason Rose and Josh Samuel have also joined Council and we welcome their expertise and different perspectives.

I look forward to the coming year, where we will continue our pursuit of creating a legacy for the next generation—a legacy that, as a school, we are proud to build and will continue to nurture.

Jeffrey Leigh School Council President

Jeffrey Leigh President Lahra Carey Immediate Past President Jason Rose Hon. Treasurer

Rochelle Rothfield Vice President Marc Light Principal

Carrie Kausman Chair

Tina Landsberg President, KDSPA

Adam Kaye

Rabbi Allison Conyer

Josh Samuel Susan Taylor Rick Tudor OAM Michael Benson

MESSAGE FROM THE PRINCIPAL

There is a legendary story told about a visit undertaken by US President John F. Kennedy to NASA in Cape Canaveral in 1961. President Kennedy was taken on a tour to gain a firsthand look at the progress that the USA was making in the race to be the first nation to land people on the moon. President Kennedy is said to have encountered a janitor in one of the corridors and asked him what he does at NASA. The janitor’s immediate response was – “I’m helping put a man on the moon!”

There are so many powerful lessons in this anecdote that speak of the value of a common purpose and also of the fact that the whole is only as strong as its individual parts. One of the other key morals demonstrated by this janitor is how each of us, regardless of our role or status can make valuable contributions.

At King David every student makes valuable contributions to our school. Knowing this, we foster a culture where our students are not only encouraged to give their best but to help others contribute. We teach leading as a skill so it is something that our students learn to adopt when it is required of them. This is the difference between the verb “leading” and the noun “leadership.”

There is no doubt that each of us, regardless of whether we are an introvert or an extrovert, are wearing a badge or not, will be called upon to lead.

At our school we try to provide opportunities for each student to develop the confidence, capability, emotional intelligence and value-set required to recognise when to stand up and what to do in a situation.

We provide for structures of leadership that allow us to promote student voice and agency and to allow for students to take responsibility for key aspects of the School. In our Junior School this takes the form of each of our Year 5 students nominating to various tzvatim (committees) and being mentored and supported to make a positive difference in this area.

Throughout the School we offer mentorship and Hadrachah (leadership) training to enable students with the skill sets required to lead others. Our students are given practical opportunities to participate in our Year 4 - Prep Buddy Program and our Year 11 - Year 7 Peer Mentoring Program. The peak student leadership body across the School is our Hanhagah, students in Years 11-12 who take on responsibility for driving our culture and school spirit, supporting Jewish Life programming, mentoring other students in the Arts and Sport, and representing the student body in social justice initiatives. While each of these bodies and experiences are carefully tailored to allow students to take on responsibility, help others and apply their values in various scenarios, we never lose sight

of the message embedded in the story of the Cape Canaveral janitor.

We are aware that all our students will be required to lead when their time and situation arises and as such we aim to foster a sense of confidence, ability and a strong moral compass that will guide our students in when and how to best apply their knowledge, values and skills.

Marc Light Principal

YOM HASHOAH YOM HAZIKARON

This year’s Yom HaShoah commemoration centred around the theme of ‘Recording Memory’ and was facilitated by Years 10 to 12 students who volunteered to organise and manage the entire commemoration which included moving poems and prayers, a testimony from Holocaust survivor Henry Buch and the lighting of memorial candles.

Yom HaZikaron was solemnly commemorated at Magid Campus with a focus this year on victims of October 7 and IDF losses in the ensuing Israel-Hamas war.

Prayers were read, the Israeli flag was lowered to half-mast, candles were lit and a wreath was laid. Along with poetry readings, the Nana band played two Israeli

Our school community celebrated Yom HaAtzmaut with Magid Campus students ‘travelling’ to the Kinneret, the Kotel, Shuk HaCarmel and Masada as they entered the School. They then engaged in a variety of programming throughout the day which was designed to balance the celebratory nature of the day with recognition of the plight of the hostages and the current difficult situation in Israel. Programming including Israeli Masterchef, arts workshops and a variety of external speakers.

songs, and Year 12 student Shani Jachimowicz shared the story of her family from Kfar Azza, on the border with the Gaza Strip, from that terrible day.

We were privileged to have soldier Issy Burke, who moved from Canada to Israel to serve in the IDF, read one of the prayers, and share her story of service with our students at recess immediately following the assembly. We thank the United Israel Appeal for sponsoring her visit.

At the Dandenong Road Campus, ELC and Junior School students participated in a heartfelt tekes and flag parade, constructed a replica of the Kotel, took a “flight” to Israel and then spent time at the Shuk Machane Yehuda.

The day was a meaningful celebration of this important event in our school’s calendar.

AM YISRAEL CHAI

TEACHING OUR CHILDREN TO WALK THE WALK

There was an incredible showcase of Jewish Life and Learning in the ELC recently as beloved grandparents and special friends joined together for a Kabbalat Shabbat with Senior Kinder children.

Louise Lowinger, Learning Area Leader Jewish Studies (K-5), spoke about these celebrations being vital in making sure we walk the walk and not just talk the talk, linking to Parashat HaShavua, Va-et’chanan, where in the words of the Sh’ma, we are instructed to teach our children through our actions and then with our words. Thank you to all of our educators for continuing to make our children’s learning meaningful, every day!

EXPLORING OUR NAMES

Our year-long focus in Jewish Studies in Year 4 is personal attributes. Through this focus we have helped our students to identify their unique qualities, characteristics, strengths and weaknesses.

In Judaism we are told that our parents are given a special honour when they name their baby, a glimmer of divine inspiration. In fact, Judaism considers the act of giving a person a name to be precious. In Term 3, our Year 4 students have connected their very own attributes to the literal and/or personal meaning behind their Hebrew names.

The Year 4s began by researching their names at home with their parents. This research culminated in our Eleh HaShemot (These are the Names) ceremony where the students and their families discussed, wrote and shared their reflections on their names and traits and how they may connect to our rich Tanach heritage.

Sophie Oppenheimer Team Leader Jewish Life P-5

EMERGING INTO JEWISH ADULTHOOD

With a focus on embracing mitzvot as students emerge into Jewish adulthood, Year 7 students and their families came together for the Kabbalat Mitzvah ceremony with meaningful activities that connected to the Sh’ma. There were presentations from three generations about their personal connection to Judaism, including Andrew Jakobovits (Mika’s grandfather), Lara Lubitz (Amos’ Mum) and Amelia Zelman (Year 7 student). This event recognised the personal journey of discovery and identity, both at school and beyond, that these B’nei Mitzvah students have experienced.

KABBALAT DOROT - PAST,

PRESENT & FUTURE

Year 8 students went on a significant journey over several weeks, exploring their family histories and uncovering the roots that connect them to their past, present and future. In a celebration of dorot (generations), students and their families came together to reflect on their personal stories.

The Jewish Life and Learning educators remarked that “this project has not only been about learning the facts of students’ ancestries, but also about understanding the deep connections and diverse stories that have shaped who they are today.”

My Great Grandmother Eva’s candlesticks

My great grandmother Eva Gunzburg (née Schwartz) was given these silver candlesticks on her Bat Mitzvah in 1926. I don’t know how much they cost at that time but I do know that she had a wealthy family so they were probably worth a decent amount of money. When Eva left Germany by boat to Australia she managed to take them with her and they were passed down through my family. My mum was given the candlesticks as a wedding present from her parents. The candlesticks are almost 100 years old! Getting these candle sticks on my mum’s wedding was significant as well because after my mum’s Bat Mitzvah she only lit one candle.

After her wedding she lit these two candlesticks and then she started lighting another candle for my brother and I. We take them out for special occasions, for example when my grandparents came to Australia from Israel we used them and we use them on chagim. The candlesticks are important in my family because they have been passed down each generation and they are special because they survived the Holocaust and they have a great sentimental value.

Reflection from Orlee Mittelberg (Year 8)

ISRAEL CONNECTION

Our dynamic Israeli madrichim (educators and leaders) Ofer, Snir and Yael spent a significant part of Term 3 sharing their love of Israeli culture with our students.

This initiative has been running for several years at the School and is an effective and important part of connecting students with Israel. Moreover, the madrichim offer students multiple perspectives of life in Israel, with each of them coming from different families, religious backgrounds and locations within Israel. The madrichim participated in Jewish Studies, Jewish Experiential Education and Hebrew classes across the School. They also facilitated the Shvil Israel Camp for Year 9 students and the Year 10 Israeli camp.

Our Magid Campus students also benefited from two visiting students from the Leo Baeck Educational Center school in Haifa. Ilai and Yair immersed themselves in school activities and helped strengthen our students’ relationship to Israel and to the Israeli Progressive Judaism movement.

OOUR TRADITION OF MENTORSHIP

ur tradition is replete with stories of mentorship. Our greatest leader, Moshe, can serve as a guide. His father-in-law Yitro – perhaps the first management consultant in history – suggests that Moshe embrace the notion of delegation and devolve his authority into four tiers of leadership which would come under him. Moshe’s attendant and deputy, Yehoshua bin Nun, serves him, learning how to be a leader from his personal example, for a period of 40 years –perhaps the longest internship one can imagine! The level of humility which Yehoshua demonstrated in waiting patiently in the wings, as opposed to manoeuvring toward a leadership spill, is quite extraordinary. Moshe displays similar modesty when he tells Yehoshua that he has nothing to worry about, even though the latter is concerned that Medad and Eldad are falsely prophesying. Moshe assures his loyal disciple that the intentions of Medad and Eldad are pure and are to be valued.

Our Sages teach us (Bava Metzia 84a) that real mentorship involves a dialogical relationship. While lying on his deathbed, Rabbi Yochanan pines for his student Resh Lakish, lambasting other students who would simply support him and affirm his views, and yearning for the challenges his student/mentee would stubbornly place before him.

So what can we learn from all of this?

1. No leader can do it all. Each leader needs attendants and deputies.

2. These deputies need to be properly trained and mentored.

3. The mentoring process benefits the mentor as it does the mentee.

4. A true leader does not fear decentralisation of their power.

5. A true leader knows how to serve others and get as much from the mentorship process as possible even if this means that it might take forty years for them to assume the mantle of leadership.

Our trusted Jewish Experiential Education (JEE) team mentors the Hanhagah student leadership body, comprising four va’adot (committees), each headed by two leaders. Student leaders are empowered to take on responsibilities, managing people, projects and processes throughout the year. Also, many of our Year 11 students, trained by JEE staff, facilitate educational programming for Year 7 students in the Amit program. In both these instances, students – and their mentors – walk in the footsteps of their ancestors, as both leaders and mentees.

Ilan Bloch Director of Jewish Life and Learning

OUTDOOR EDUCATION

At Sovereign Hill on Year 5 camp, I went underground to the mines. I also panned for gold. Sadly I did not find any! I also saw tiny grains of gold turned into a block of gold and it is 370,000 dollars! I bought some lollies from the lolly shop and a gift for my mum and dad from the candle shop. A few days later we went back to Sovereign Hill and saw an amazing light show!

At camp Sunnystones we did many fun activities including a three hour hike, hut building, canoeing, low ropes and geocaching. We also did a trivia night run by the incredible Year 10 students. My team, the Mighty Wombats, came second by two

points. I had trouble holding a cup of water on the low ropes. I will always remember the cabins and the morning inspections. My cabin cleaned our cabin so well we won and got first pick of seats on the way home from camp. This camp was so great and packed with activities–I can’t wait for camp next year in Canberra!

Elke Justin, (Year 5)

YEAR 8 CAMP IN GARIWERD (THE GRAMPIANS)

I thoroughly enjoyed Year 8 camp. During camp, we went on a couple of mini hikes and one 13km hike. We also slept in tents, went rock climbing, and abseiling.

But I would say my highlight was the hike, camping, and rock climbing and abseiling on Tuesday. On the second day there, half of the year group went on a hike. We were then separated into two groups: one did an 8km hike, and other did the 13km hike. I did the 13km hike.

It was really hard and tiring but worth it. It was gorgeous and had a lot of flora and fauna that you don’t see that often, like the pink heath and bracken.

We learned that bracken has healing properties, so if you have a bug bite, you can eat some, and it will help stop the itch. We also learned about lichen, which grows in healthy habitats and helps attract moss and plants. It only grows if a place has good air and soil, and it helps make the area more populated with plants. We also learned that lichen

covers 8% of the world, which is more than all the cities and towns in the world combined. Another highlight of mine was abseiling and rock climbing. Abseiling was really fun. It was exciting and nerve-racking because it goes against all survival instincts to walk backward off the cliff.

Tal Gelfand, Year 8

TEACHER PROFILES

Our excellent teachers are the backbone of our school. Each Inspirations we highlight two of our educators, getting to know their inspirations. This issue, we feature Junior School teacher, Gideon Sharp and Nitzan Coordinator and teacher, Gordon Dorin.

Gideon Sharp Junior School Teacher

Q. Why did you become a teacher?

I originally studied Psychology at university. After graduating, I ran tutorial groups with undergraduate students for a few years and volunteered running science programs in primary schools. I found that I really enjoyed the dynamics of the classroom and getting to pass on things that I have learned.

Q. What do you like most about teaching at King David?

The shared culture and experience. Every student and teacher, from Prep to Year 5, knows to brace themselves for one of David’s jokes or will rush to pet Gunther in the morning. Having these moments to relate and connect with each other makes a big difference.

Q. What has been a surprise about King David? I never knew I was related to so many people before working at a Jewish School! Every year, Parent Teacher meetings feel more like a family reunion!

Q. How do you think mentoring or guiding others helps our students?

One of the reasons Judaism and the Jewish culture has survived so long is that we value education and the importance of passing on traditions and knowledge. I think you can still see that today with our student leaders mentoring younger students in the songs/dances for T’filah or the best way to charm Ken into giving you some extra nachos. All valuable life lessons.

Q. What are your hobbies outside of school? Most days, I lift weights and train at the gym, being able to squat around 115kg at one point. As most of my students would know, I also play a lot of video games and have even played World of Warcraft since it launched in 2006 (18 years).

Q. What’s something that might surprise us about you?

When I was in high school I performed in a band with me playing the keyboard. We all used to have a lot of piercings and changed our hair colour every month (I’ve had my hair every colour of the rainbow). In 2023, there was a ‘staff talent show’ held for the students and it was the first time since I was a teenager that I performed publicly (although David wouldn’t let me dye my hair rainbow for it!).

Gordon Dorin Senior School Teacher & Nitzan Coordinator

Q: Why did you become a teacher?

Back in 2014, I used to regularly go the school gym with the then Head of Senior School, Guy Evans. When Guy learned that I had a Bachelor of Science with majors in Philosophy and Maths, he said to me “You should get your Dip Ed.” I completed my Dip Ed in the same year that my eldest son was born – it was quite a crazy time. I’ve been drawn to teaching as I still don’t think we’ve got it quite right. We’re too focused on content and grades and insufficiently focused on teaching what it means to a good person and how to successfully be in the world. I wanted to see if I could change that and model those values for students to learn.

Q: What do you like most about teaching at King David?

We have the best students. They are individual and good natured. We have a team of great staff and an enviable open-door policy. It’s a small school too, so you can know the names of almost all the students on the entire campus and they can also know you.

Q: What has been a surprise about King David?

[As a Mt Scopus alumnus] How many students have parents that went to Mt Scopus!

Q: How do you think mentoring/guiding others helps our students?

I find myself often saying to students that school is not just learning what you copy down from the board. School is about finding a way to be in the world – school is for teaching social skills, how to find and become the person you want to be. We, as teachers, need to model this behaviour and teach it both explicitly and implicitly - not just by telling students, but by demonstrating this to them through our actions. Mentoring by example is likely to be the strongest way to achieve this.

Q: What are your hobbies outside of school?

I still enjoy playing music in my blues band and also love going for motorcycle rides.

Q: What’s something that might surprise us about you?

I lived on a Kibbutz in the south of Israel for a year as an ostrich farmer. It was a great gig.

STUDENT

MENTORSHIP WOVEN THROUGH OUR SCHOOL

“... it’s really about considering the holistic development of the humans that we want to live alongside in our communitieswhat are their characters? What are their value sets? How do they relate to others?”

From Year 4 being ‘buddies’ with Preppies, to our Year 11s mentoring our Year 7 students, opportunities for peer support and leadership are woven throughout King David.

We see this informally in the classroom with students helping each other with work, to more formally in our mentoring programs in Year 4, Year 10 and Year 11, our Year 5 school leaders, and our Year 12 Hanhagah (leadership group).

For Principal Marc Light, cultivating a culture where students help other students is built into King David because “the project of a contemporary education is not about filling up students with facts or academic skills - though of course these are important - it’s really about considering the holistic development of the humans that we want to live alongside in our communitieswhat are their characters? What are their value sets? How do they relate to others? And it’s these sorts of skills that are enabled by the King David culture.”

This culture of peer support starts in our Junior Years, with our Prep students being mentored by Year 4 students. At the beginning of the year, Year 4 and Prep students are paired. During their ‘buddy’ sessions, the Year 4 student supports their Prep buddy to adjust to school life; practise reading; and later in the year, write stories together, among other activities.

Year 4 student Jonah Davidoff explained that he tells his Prep buddy Noam Sharon “the right thing to do and how to do it safely.” Reflecting on her experience with her Prep buddy, Alma Sedlinsky, Year 4 student Marlo Robinson said, “It’s impacted me to show a good example and not to always speak - you have to do what they want, not what you want to do. My buddy taught me how to be a good example and so now I’m a good example to my Prep buddy.” Noam said that Jonah had taught him a lot of things. Alma added that Marlo has taught her how “to make up very good stories.”

Year 4 teacher Kaisu Tonkyra said, “It has been wonderful to see the connection between

Buddies Jonah Davidoff (Year 4) and Noam Sharon (Prep) working together.

Overleaf: 5784 Arts Va’ad Rosh Daniel Menashe (Year 12) speaks to Ellie Newton (Year 7) while teaching a Masterclass on creative writing as part of the weekly lunchtime Arts Club.

Prep and Year 4 buddies grow throughout the year. The Year 4 students have gained empathy and understanding towards their buddies as they have guided them and have shown more and more responsibility, assisting Preps at playtime when needed, and checking in on them outside of class.”

Our Year 5 leaders also act as role models for the rest of the School. Each Year 5 student is allocated to a va’ad (committee), including Yehadut (Jewish Life), Tikkun Olam (Repairing the world), Tzedakah (Charity), Kindness and First Nations. The students make decisions in these committees which they then implement throughout the Junior School, such as this year’s kindness story time where students facilitate a lunchtime story and activities based on modelling kindness for younger students. Year 5 leader Allie Svirskis said “To me being a leader is really special - it’s something I’ve been waiting for for a while. Younger kids look up to me so it’s not just fun and games anymore, you actually have to be a role model.” Year 5 student Ori Raik. adds,

“We have more responsibilities, we get to lead stuff - it’s given us an opportunity to let us show how we can take care of the School before we move campuses, showing how far we’ve come.”

This culture of responsibility for each other is imbued throughout the corridors at King David where students help other students with work in the classroom, cheer on students at one of the lunch time sports matches, or help each other learn songs for the musical. Multiple staff members spoke about the informal mentoring that happens in connection with the student-run weekly T’filah where older students mentor younger students on writing a drash. Marc Light said, “it might sound schmaltzy but seeing the pride on the Year 7 student’s face as they’re delivering a drash is only bettered by one thing - and that’s when you see the pride in the face of the Senior student who mentored them to that moment of success.”

Year 8 student Hunter Snow is just one of the countless students who exemplify this culture of support.

“...it’s given us an opportunity to let us show how we can take care of the school before we move campuses, showing how far we’ve come.”

Lila Lipson (Prep) and Eden Swerdlin (Year 4) create story imagery together.

(continued from page 19)

With no formal recognition, he regularly helps students who need assistance in class, and guides potential students who are experiencing a day at King David before they enrol. Reflecting on helping others, Hunter said “it makes you feel good that you’ve helped someone else and you’ve made someone else’s day improved and made it easier for them. Also I just think it’s the right thing to do.”

Helping as the ‘right thing to do’ anchors Derech, the Year 10 leadership program facilitated by our Jewish Life staff. A key focus of Derech is care for others. As part of this, some Derech students run peulot (activities) at our Dandenong Road Campus, assist on Connect Day, and help on camps. Year 10 Coordinator Asher Myerson said, “The skills they’re learning now will flow beyond school.”

Year 10 students Adam Baigel and Asher Bloch spoke about how much they enjoyed connecting with Year 5 students on camp, saying they’re looking forward to carrying on those connections when the students start Year 6 at the Magid Campus. Asher said, “this was actually one of most enjoyable camp experiences because not only do you get to experience the enjoyable parts of camp, you get to help other people

experience which is arguably more rewarding. If I could do it again, I would.”

In Year 11, students work with Year 7 students for Amit, part of their Jewish Experiential Learning, where they write and deliver programs for Year 7 students. These are often wellbeing focused with Year 11s speaking - young people to young peopleabout navigating issues in friendships, body changes, or conversations about Israel, for example. Coordinator of Jewish Experiential Education, Alissa Breiman, says Amit has “encouraged growth in areas of self reflection and empathy. It’s allowed them to connect with younger students and build personal relations that otherwise they wouldn’t have.”

Commenting on King David overall, Alissa said, “Approachability is a really key feature of the School culture and one of the areas of pride amongst Senior students in the School is that they are part of a community that lifts each other up and what that has created is more opportunities for younger students to feel comfortable to join committees and participate. There’s a culture of approachability. It’s a form of King David cool to be nice.”

Our Year 12 leaders in the Hanhagah model this ‘King David cool’, creating events

“There’s a culture of approachability here. It’s a form of King David cool to be nice.”

that the whole campus can participate in. 5784 Jewish Life Va’ad member Zoë Munz reiterated that the va’ad ensures its events are as open as possible, encouraging any student to play an instrument at T’filah or to lead an activity. Zoë added that when they run activities they “try to bond all year levels and get rid of year-based divisions” to “help younger students feel comfortable in an older environment and to be guided by the older students.”

5784 Ruach Va’ad Rosh Poppy Rauchberger also spoke about their inter-year level bonds that this va’ad helps foster. Poppy added that at sports games and assemblies “It’s not just friends who are cheering, everyone is supporting and rallying behind their success.” Poppy said that to non-King David students, “I always boast about King David that we can speak to everyone in the corridor - everyone that walks past me, I’ll have a conversation with. That environment allows everyone to feel comfortable and confident to be themselves.”

The connections that our school fosters both formally and informally mean that it is the embodiment of kol Yisrael aravim zeh bazeh (all Israel is responsible for each other), from our corridors to our sports ovals.

The Ruach Va’ad pepping up the crowd at one of the inter-year level soccer games,

E LEVATING PRACTICE WITH WAL KTHRUS

This year Magid Campus staff have been engaging in our WalkThrus Program. Developed by renowned UK-based educators Tom Sherrington and Oliver Caviglioli, this program provides evidencebased strategies that teachers can implement in their classrooms.

In their subject area groups, teachers have chosen a five-step series to implement in their classrooms. This collaborative approach allows teachers to support each other and refine their techniques to better meet the needs of our students.

Kathy Ross, Curriculum CoordinatorMiddle and Senior Schools, said “The WalkThrus Program draws from extensive educational research, including cognitive science principles and best practice studies, promoting consistent, highquality instruction.” WalkThrus break down complex teaching techniques into manageable, five-step processes including, but not limited to: explanation, modelling, practice, feedback, and consolidation.

Humanities Learning Area Leader, Ayal Nathan, said “The reason I love WalkThrus is that they are really a shortcut to brilliant teaching. They’re a collection of best practice from teachers from around the world.” Ayal adds that “Amongst the staff, in departments, it’s been incredible in giving us a common language.”

WalkThrus Co-founder Tom Sherrington will be visiting King David on 29 October where, as well as running Professional Development for staff, he will present to families evidence-based strategies for learning and studying at home. Please see The Harp or our website for up to date information.

IENHANCING UNDERSTANDING THROUGH COLLABORATIVE LEARNING

n the Junior School, our focus is on developing thinking skills as part of the KDS educational philosophy. When students actively engage with each other through questioning and collaborative learning, they not only deepen their understanding of the material but also develop critical thinking and communication skills that are essential for their academic and personal growth.

Creating opportunities for collaborative learning is an important aspect of encouraging thinking, questioning and learning. Throughout our classrooms, group activities, discussions, and peer teaching sessions encourage students to think critically and share their ideas. During Integrated English classes, students read a variety of texts together through Book Club or shared reading, giving them the opportunity to express their thoughts and views. When students work together to explore concepts, they learn to approach challenges from different perspectives, leading to a more comprehensive understanding of the subject matter.

Our students are motivated to ask questions, becoming active participants in their learning. Teachers foster this by creating a classroom culture where questions are welcomed, valued and expected. In Mathematics, for example, students explain their thinking behind problem solving tasks to their peers. Teachers provide time for students to then reflect and formulate inquiries, stimulating deeper discussion among students. This approach not only enhances their understanding but also cultivates a deeper sense of curiosity and critical thinking.

Promoting peer learning also involves giving students autonomy in their learning processes. During Philosophy lessons, students come together as a community of inquiry, where they lead group discussions that allow them to take ownership of their education. This autonomy boosts motivation and encourages students to take responsibility for their learning and the learning of their peers.

At the Junior School, we provide a dynamic and engaging education environment, fostering collaboration, promoting a culture of inquiry, and empowering students to take an active role in their education. These strategies create a rich learning environment where students are engaged, motivated, and better prepared to think critically and learn from one another.

Janice Shearer Assistant Head Junior School - Teaching & Learning

EARLY LEARNERS

FOSTERING A LOVE OF READING

Book Week in the Early Learning Centre was all about celebrating books with the benefit of fostering a love for reading, enhancing language skills and sparking creativity. The week included many book related activities and special guests. The children enjoyed a Book Week parade where they came dressed in their Book Week costumes and brought in their favourite book. At the Parade, staff dressed up as characters

from The Very Hungry Caterpillar and performed the story alongside an animated story on the screen. Guest author, Sue deGennaro, read her book Bear and Duck are Friends which has been shortlisted for Early Childhood Book of the Year in the 2024 Children’s Book Council of Australia Awards.

SENIOR KINDER ENGAGED IN CULTURAL EXCHANGE

Over the last few years our Early Learning Centre has been involved in a cultural exchange program that promotes relationships between Australia and Israel. Specifically, this Twinning School program is in the Arava region and this year, our Senior Kinder children have been paired with a Kindergarten located in Moshav Hatzeva.

Adi, a teacher from the twinning school, spent a week in the ELC sharing her valuable knowledge and insights with both the staff and the children. She engaged the children in storytelling sessions, traditional

Israeli games and art projects inspired by the culture of the Arava region.

These activities are designed to deepen the children’s understanding of life in Israel and foster a sense of connection with their peers in the Arava.

100 DAYS OF PREP

Our Prep students celebrated 100 days of school in Term 3. There has already been so much learning this year: alphabets and numbers in both English and Hebrew, Jewish learning, Sport, Music, Art, Kibbutz and much more. Life in Prep at KDS is fun! Students came dressed as “100 year olds” or had specially created t-shirts to celebrate this milestone. Sadie even made 100 friendship bracelets to mark this special day! Marc Light and David Opat presented each student with a certificate in acknowledgement of this memorable occasion. A shout out to our dedicated Prep teachers, Beck and Miss R., who go above and beyond every day to bring magic into the classroom.

BEYOND THE CLASSROOM

EMPOWERING OUR STUDENTS WITH NITZAN

The Nitzan program is a full day weekly program designed to support and challenge our Year 9 students on their journey of self-discovery by engaging them in a range of activities that teach them practical life skills. Nitzan empowers our students to explore their interests, develop their unique voices, and build resilience, preparing them for the challenges of their academic journey and beyond.

Students begin each day on the program with Kick Start which involves physical and mindful activities such as yoga, meditation, running and gym sessions with a personal trainer. These activities promote mental and physical wellbeing, enabling students to centre themselves, enhance their cognitive abilities, and effectively manage stress. Students then have breakfast together, cooked by their peers. Each term revolves around a specific theme, integrating Project-Based Learning (PBL), Design Thinking (DT), and content from our Wellbeing curriculum. The themes provide a cohesive structure for activities, excursions, and peak experiences throughout the term.

In Term 1 this year, students acquired practical life skills by learning CPR, Barista Basics, how to unblock toilets, sew buttons, knit, repair bicycles and a host of other vital skills for life.

Term 2 had a focus on social awareness and social action. Students pursued local and global issues they are passionate about

and expressed these is different creative forms, culminating in the Artivism event (art for social change). The evening raised funds for Magen David Adom through the sale of food and studentcreated merchandise.

In Term 3, students spent a significant part of their day volunteering at a number of local community organisations that included:

• Nourish

• Posh Opp Shoppe

• Mecwacare

• C-Care

• Kosher Meals on Wheels

• Jewish Care

• Smile on Seniors

• Bolton Clark

• Jewish Museum

• Brotherhood of St Laurence This contribution to community encouraged students to learn the value of giving back.

VCE BIOLOGY

IMMUNITY & EVOLUTION

The Unit 3 and 4 Biology class undertook a fabulous two-hour practical session at Melbourne University in Term 3. The activities related to immunity (identifying an influenza pathogen) and evolution (generational Fruit Fly wing trait frequencies). It was wonderful to have the opportunity for student learning outside the classroom.

Lesley Malligan - Paul Senior School Science Teacher

This excursion consolidated our learning in a ‘hands-on’ way. This was extremely fun and helpful for our biological studies.

Kayla Bass (Year 12)

It was fun sorting the Fruit Flies under the microscope. It was very interesting to see them at such a magnified level and note whether they had inherited normal wings (wildtype) or vestigial (abnormal).

Noah Segal (Year 12)

TFOSTERING

A CULTURE OF KINDNESS WITH OUR BUDDY PROGRAM

here is nothing better than seeing the Year 4 students rushing to meet their Prep buddies each Friday. They simply adore the opportunity to play games and teach them. This is matched by the adoration the Prep students form for their big Year 4 friends.

The Prep and Year 4 Buddy program offers a range of benefits for students in both age groups, fostering personal growth, social skills, and a strong sense of community within the school. This program pairs Prep students with Year 4 buddies, creating a supportive and nurturing environment for the younger children while providing older students with leadership opportunities.

For Prep students, the Buddy program eases the transition into school life. Having a reliable and caring older buddy helps them feel more secure and confident in a new environment. The presence of a Year 4 buddy provides the younger children with a sense of belonging, as they have someone they can turn to for help, advice, or just friendly interaction. This relationship also promotes the development of social skills, as Prep students learn how to communicate, share, and cooperate with their older peers.

Year 4 students benefit from the program by taking on a leadership role that fosters responsibility and empathy. Being a buddy requires them to be patient, understanding, and compassionate, as they help guide and support their younger counterparts. This experience can boost their self-esteem and reinforce positive behaviours, as they act as role models. Additionally, it provides an opportunity for Year 4 students to develop their communication and mentoring skills, which are valuable for their personal growth and future leadership roles.

The Buddy program also strengthens the Junior School by bridging the gap between different age groups. It fosters a culture of kindness, respect, and cooperation, as students across year levels interact and support one another. Finally, the program is just a whole lot of fun.

David Opat Vice Principal Wellbeing and Head of Junior School

PERFORMING ARTS

GO GO JOSEPH!

We were taken from Canaan to Egypt, travelling with Joseph as he lost and gained his technicolour dreamcoat in our Years 6-9 Musical, Joseph and his Amazing Technicolour Dreamcoat. Along the way we bopped to the story told through country western, calypso and rock ‘n’ roll by our amazing performers.

Choreographed by our alumni team of Eden Abukasis (Class of 2023), Rylee Sack (Class of 2021) and Amalia Wise (Class of 2023) and ably supported by Technical Director Teige Cordiner (Class of 2023) and Arts Administrator Charli Cantoni-Bud (Class of 2023) with vocal direction by Libby Choo and Matan Franco (Class of 2010), Joseph was a wonderful showcase of our talented students. Thank you to everyone involved in this wonderful production and in particular, Eli Erez, our Head of Performing Arts.

A SPECTACULAR MUSICAL SHOWCASE BACK FROM THE FUTURE

Our Years 3-5 students were the stars of the stage performing their musical and dramatic production of Back from the Future to enthralled students and families. Written and directed by Nissim Ben-Salamon, Music Teacher and Head of Productions Junior School, each class showcased the link between school subjects and possible careers in adult life. With authors, accountants, artists, footy players, rabbis and vets, our students gave us windows into the future. Every student had the opportunity to have their own lines to learn and the rehearsal process involved learning the art of stagecraft, giving all students the opportunity to experience theatrical skills.

Our annual Spring Concert was a spectacular showcase of King David’s musical talent. Performers included our RocKing David Band (Junior School students), Junior Choir, Woodwind Quintet, Junior and Senior Strings with Flute and Percussion, KDS Rock Band, Senior Choir and our Nana band singing Im Telech by Idan Raichel. Virtuoso musicians, brothers Raphi and Asher left us spellbound with their guitar piece Mediterranean Sunrise by Al Di Meola. A truly mesmerising experience. Kol HaKavod to the performers and their teachers.

SPORT

GREAT PERFORMANCES AT THE SNOW

THE OLYMPIC SPIRIT SHINES AT KDS

KDS students from Junior, Middle and Senior School competed in the Maccabi and ABL Australian Jewish Interschools snow sports competition and most of these students went on to compete in the Victorian Interschools’ competition.

Macy Vorchheimer (Year 2), Bonnie Snow (Year 4), Hugo Samuel (Year 8), Hunter Snow (Year 8), Charlie Lindros (Year 10) and Sam Lazarow (Year 10) all placed impressively in their respective events.

Charlie Lindros was awarded a medal for the fastest overall student in the Jewish Interschools competition. He qualified in ski slopestyle for the National competition at Perisher. Mazal Tov Charlie and Kol HaKavod to all our participants.

Olympic fever was alive and well at both the Early Learning Centre (ELC) and Junior School during the Paris Olympics.

Students at the Junior School enjoyed an Olympic Week, starting with an Opening Ceremony where students came dressed in the colours of one of six countries (Australia, Ethiopia, India, Israel, Italy and Peru). Throughout the week, they competed for their countries during PE, Sport and lunchtime and concluded the week with a Closing Ceremony.

The Senior Kinder children had their very own Senior Kinder Olympics. Each child passed the giant Olympic torch onto their friends and

then competed in teams (countries), participating in nine different Olympic events including hurdles, tennis, baton relay races, archery and hockey.

Everyone then gathered together for the closing ceremony where each country was called up to receive their medals with their national anthem being played.

The Ruach Va’ad (School Spirit Committee) brought the Olympic spirit to the Magid Campus with the KDS Olympic Games. Over several lunchtimes, multi-year level teams battled it out on the soccer pitch, with Australia emerging as the victors. Go Aussies!

GIVING BACK TO OUR SCHOOL COMMUNTY

The Parents’ Association has been proud to support School events throughout the year. We have been delighted to run Kibbutz stalls at the Junior School selling maror, pumpkins, Jerusalem artichokes and olives, lovingly grown by our students. We have run a cafe and provided refreshments for the School Musical productions, including homemade sweet treats baked by our parents. We have showcased the KDS community spirit to our Year 7 (2026) families by providing a BBQ at the recent Year 5 Connect Day.

Our young artists in ELC and Junior School have produced artwork that has been made into greeting cards, notebooks and tote bags in our annual Art by KiDS fundraiser. And we are looking forward to our upcoming night of musical theatre for our group booking at Tina: the Tina Turner Musical including

a special Q&A post show with representatives from the cast and crew.

Our next major event is the King’s Carnival on Sunday 24 November and we hope to see our entire school community - past and present - including parents, grandparents, cousins and friends come together for this ‘not-to-be-missed’ big day out! The tradition of this school fete goes back to the early days of King David and we look forward to another wonderful community celebration.

We hope that every current family will volunteer to be part of this fun day - look out for more information and definitely SAVE THE DATE in your diary now!

Sunday 24 N0vember 10am - 4pm

inflatable castle & amusements arts & crafts chair-o-plane sweet tooth cakes & biscuits stall stage entertainment face painting books vintage clothes maket cafe food court games 517 Orrong Road, Armadale enter via Karbarook Ave

EMBRACING THE JOY OF BEING JEWISH

As we approach this Rosh HaShanah, our hearts are filled with hope, reflection, and the anticipation of new beginnings. At this time we gather with loved ones, celebrate our heritage, and recommit ourselves to the values that define us.

At The King David School, we are dedicated to nurturing the minds and souls of our students, fostering a deep connection to our Jewish identity and the timeless wisdom of our traditions. It is our mission to inspire the next generation with the knowledge, values and the joy that comes from being Jewish.

This Rosh HaShanah, we invite you to join us in this mission. Your generous support plays a crucial role in ensuring that our students continue to thrive in an environment that celebrates Jewish learning and living.

As you know, it is customary to give at Rosh HaShanah, a time when we seek to inscribe ourselves in the Book of Life through acts of kindness and generosity.

Your contribution to the King David Foundation will directly impact our students and help to:

• Enhance our educational programs and extracurricular activities

• Provide scholarships to ensure that every child can receive a Jewish education

• Improve our facilities to create a safe and inspiring learning environment

Your donation, no matter the size, will make a significant difference.

“Our mission is to inspire the next generation with the knowledge, values and the joy that comes from being Jewish.”

Rosh HaShanah 5785 Appeal -

Embracing the Joy of Being Jewish

May this New Year bring you and your loved ones, health, happiness, and peace.

Thank you for your continued support and generosity.

Shana Tova uMetukah

Thank you in anticipation for your support, please visit our donation page to make your contribution securely online: foundation.kds.vic.edu.au/donation

May this New Year bring you and your loved ones health, happiness, and peace.

The Foundation team wishes you Shana Tova uMetukah – a good and sweet year.

For more information or a confidential discussion about your support please contact:

Ruth Lew Head of Foundation

Tel: (03) 9527 0122

Email: ruth.lew@kds.vic.edu.au

ALUMNI MENTORING SENIOR STUDENTS

Each year we welcome back alumni from a diverse range of industries to present at our Senior School Careers Morning. Students select two areas of interest and have the opportunity to hear our alumni discuss their pathway since graduating from King David. Our mentors answer questions and give advice which helps our Senior School students make decisions about their future. Thank you to our alumni for giving their time. We love hearing about the interesting and varied work of our graduates.

If you are interested in becoming part of our Alumni Mentor program, please email alumni@kds.vic.edu.au

Commerce

/ Law

Daniel Kahan (2014) Senior Associate Consultant Bain & Co

Daniel serves industry-leading clients to solve their most pressing and challenging business problems.

Rebecca Rubenstein (2011) Associate Solicitor Tisher Liner FC Law

Working in property law, Rebecca specialises in Adverse Possession and Owners’ Corporation law.

Melissa Sugarman (2010) Social Account Director We The People

Working at a social media agency, Melissa is in charge of developing engaging content for companies’ social media accounts.

Aaron Vasserman (2016) Head of Strategy Restoke

With a background in Business and Finance, Aaron’s work involves developing long-term business goals, making data-driven decisions, and guiding the company toward sustainable growth and success.

Scan here to view a short video of two of our alumni mentors:

Jory Braun Maya Schwalb (2016) (2018)

Engineering / Design / Technology Health Sciences

Yotam Barazani (2014) Cyber Security Consultant Deloitte

Yotam helps clients with the design and implementation of security measures in their IT environments to help prevent potential cyber attacks.

Jeremy Bereszkowski (2014) Senior Analyst Engineer

NAB (National Australia Bank)

As part of the software engineering team at NAB, Jeremy designs and builds web platforms and ensures the bank keeps up with the latest trends in technology.

Jory Braun (2016)

Robotics Software Engineer Lunar Outpost Oceania

Jory is working on the command and control software for Australia’s first lunar rover, which will fly on a NASA mission to the lunar South Pole later this decade.

Maya Schwalb (2018) Product Manager (and UX/UI Designer) Tapt

Maya combines UX/UI and industrial design (designing products) skills to create digital business cards at Tapt. She also has her own innovative design start up projects in health and education.

Jamie Fink (2017) Case Manager, Community Corrections Orders Department of Justice and Community Safety

With a background in criminology, Jamie supports offenders on community corrections orders to meet their court and parole conditions. She also connects offenders to community programs and services.

Melissa Kessler (2011) Senior Speech Pathologist / Team Leader Spark Speech Pathology

Melissa conducts speech therapy with children, adolescents and adults to improve their communication and help with social interaction challenges.

Shanty Lourie (2007) Counselling Psychologist Cope Psychology

Shanty counsels a range of individuals including adolescents, adults, couples, children and families and is the cofounder and principal psychologist of Cope Psychology.

Sabrina Lewis (2014) Postdoctoral Scientist

The Walter and Eliza Hall Institute of Medical Research

Conducting research into cancer cell movement and blood vessel structure, Sabrina hopes the results will lead to breakthroughs in new cancer therapies.

Jake Sugarman (2016) Physiotherapist

The Sports Injury Clinic

Jake has a special interest in treating athletes and active individuals. He also helps clients to manage chronic diseases and neurological conditions.

ALUMNI REUNIONS

Catching up with old friends and teachers at our recent 5, 10 and 20 year alumni reunions were the Class of 2019, Class of 2014 and Class of 2004. Alumni enjoyed reminiscing about fun times together at school. The evening culminated in a tour of the Magid Campus and alumni marvelled about what has changed since their days as KDS students.

Please continue to stay in touch with your news via alumni@kds.vic.edu.au