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L E I B L E R Y A V N E H C O L L E G E W E E K LY N E W S L E T T E R | 7 t h A U G U S T 2 0 2 0 - 1 7 t h A V 5 7 8 0

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ANNOUNCEMENTSMAZAL TOVS:

To the Miller family on Phoebe’s Bat Mitzvah.

May you continue to have Nachat from your family.

The coronavirus pandemic has been a stressful time for people

everywhere. Lots of young people need a little extra help right

now, so we’ve gathered some tips below for parents of both

Secondary and Primary students to help you cope as we take

on lock down 2.0!

FOR SECONDARY PARENTS

(Using the C*R*A*P* Acronym)

While lock down has posed a range of individual challenges

and experiences for us all, out of every generation it could

be argued that teenagers are uniquely disadvantaged during

this period. Developmentally, their main tasks are to separate

from their families, connect with their peer group and form

relationships, which is now rendered impossible.

There are of course, exceptions with some parents finding that

their children cope a bit better during lockdown as they prefer remote learning and enjoy not

having the pressure of attending certain activities or engage with people that they may struggle

to be around.

However, for the most part, it is C*R*A*P, and for everyone there will be C*R*A*P parts to

navigate during this time. As such, here are some ideas about what might help:

DATES FOR YOUR DIARY

CANDLE LIGHTING: Parshat Eikev

Light Candles: 5:20pmShabbat Ends: 6:20pm

UNDERSTANDING AND SUPPORTING OUR CHILDREN'S NEEDS IN THE TIME OF COVID-19ADELE RIBNICK & SHANTAL LOURIE, Psychological & Counselling Services Department

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C – Crashing is Understandable

Our teenagers have been hurtling towards major milestones since they first started school. Suddenly these major milestones are

gone, disappearing before our eyes. It is like speeding towards a final destination and then suddenly flying off the edge of a cliff.

Even for those not sitting external exams it is a derailment.

As adults, we know these things will get sorted, and plans will be made to address the losses. However, for your children it can

feel like the end of the world. They may be in shock, and the overwhelming urge can be to crash and sleep it off.

It can be tempting to say reassuring things like ‘at least the pressure of this year is off’. While this may be helpful for some young

people, it may not address some of their underlying complex emotions. It can therefore be more helpful to ask open-ended

questions such as “how are you feeling about doing your tests online?” You will then be able to better understand and validate

their personal experience and provide them with a considered response.

R – Rooms are their Sanctuary

Social media means that we are constantly bombarded with images of happy families enjoying holidays, meals out and fun

times together. The reality is that these are moments in time in some people’s lives and mostly teenagers are either out or in their

rooms. It is likely that lockdown will show the equivalent images of family craft and baking, hilarious Tik Tok videos and board

games. Again, these are moments in time, and mostly teenagers will be in their rooms.

Parents may often struggle with this. It is normal to want your children with you, to know they are okay, to see what they are up to,

and to join in ‘fun’ family experiences.

However, given that one of the main tasks of adolescence is learning to separate from family and develop independence, it is

important to respect their privacy. Allow their room to be their domain over which they have some control, and knock before

waiting to be invited in. If they share a room and want their own space is there a temporary arrangement you can come to? Even

if it is just some time when each of them will not be disturbed? Connecting with friends on social media is likely to be a lifeline for

them, and some privacy to do this is essential.

A – Acknowledge How Hard This Is

Lockdown and Coronavirus is really hard for all of us. When things upset our children the overriding desire for parents is to try

and make it better. Often, we do this by focusing on the positives, offering cheery platitudes and using humour. This can work well

and the great thing about teenagers is that they let you know immediately if it does. You will also get a clear message if it bombs.

Jokes about having an excuse to sit in front of a screen all day or not having to revise can go down very badly!

Don’t underestimate the power of listening and being around. It may not feel like you are doing anything to help, but actually

these are the crucial qualities all parents can offer. It is a rare

silver lining in this horrible mess that we are with our kids when

they need us most – and when we need them most too.

P – Persevere

The most important message of all is to persevere, and

never give up. Preserving your relationship, or building your

relationship if you struggled before lockdown, is the main

priority. It is the key to getting through this.

Other Useful Links:

https://coronavirus.beyondblue.org.au/managing-my-daily-life/

young-people-aged-14 25.html

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PRIMARY

(Using the C*A*L*M Acronym)

We are used to life staying pretty much the same – doing the same things, going to the same places and seeing the same people.

That has changed with Coronavirus; and we are all having to get used to life being very different – for a few more weeks at least.

C – Create New Routines

Routines help us feel safe. Usually we don’t even notice them, and we often take them for granted. But we really miss them when

they are gone. Fortunately, Leibler Yavneh teachers have now become adept at moving from in class to remote learning (literally

overnight) and switching into remote learning timetables automatically provides a structure for students and families.

During this time, we as a country and in particular Victorians are learning how to be flexible, adaptable, creative and resilient

in incorporating these new routines into our daily lives. It is not necessarily easy however, holding onto the vision of how it will

contribute to the greater good is the motivation to help us through. So, it will be very important over the coming days and weeks

to ‘embrace’ the changes with the knowledge that this is what will help us feel safe.

Some friends and relatives are using Facetime and other ways to be in touch so that you can still see and hear them – can you

arrange a time to ‘meet up’ on a regular basis?

Mealtimes and bedtime are a really important part of everyone’s routine, especially at a time like this. It is tempting to say they

matter less as we don’t have to be anywhere on time; but actually, they are more important than ever. They make sure that we eat

healthily and get enough sleep – the key to us felling happy and well.

Some families are using timers as a fun way to make sure they stick to their new routines and move to a different activity, room, or

the garden at different times during the day. Have you got something you could use as a timer? Alexa is brilliant, or an alarm clock

or a kitchen buzzer?

It helps us if we do set things at set times in the day because it gives us something to look forward to. It makes sure we do

different types of things during the day instead of just doing the same thing. It helps us do the things we are less keen on but

need to do, and it keeps us busy, so we have less time to focus on our worries.

What does your new routine look like?

A – Ask a Grown Up

If your child has any questions or worries it helps to share them with a grown-up or older brother or sister. They may not have all

the answers but knowing someone cares and is listening to them is often the most important thing when there is something that is

bothering them.

If worries are going around in your child’s head, encourage them to talk to an adult, write them down or draw them. Some

children find making a ‘worry box’ really helpful so that they can keep them in one place and put a lid on them, and even give

them to a grown-up to look after. If worries are taking over then use a timer to give your child a ‘worry ten minutes’ in their routine

to try and make sure they don’t take up the whole day. Some children find drawing their favourite superhero or a ‘worry monster’

to stick on their bedroom door can help protect them from worrying at night.

One of the most helpful ways of managing worries is to divide them into things they can do something about and things that they

can’t do anything about. With Coronavirus there is lots that we can’t control but they can wash their hands at the recommended

It is the same for everyone; and so we are all getting used to it together.

Doing this in a C*A*L*M way will help everyone to get used to it more quickly, and also help everyone to feel less worried generally.

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times, they can cough into their elbow, they can keep a safe space away from people when they go outside, and they can talk

with a trusted grown up.

L – Lovely Activities and Laughter

The best way to keep worries in their place is to fill time with things your children love! Now is the time to search through

cupboards to find games, books and activities that have been forgotten about. Make a list of new things your child may want to try

– there are lots of brilliant art, craft, music and sport ideas online. It really is a chance to let their imagination take over and involve

the whole family!

A favourite film or a favourite book or story is a great way to escape into another world for a bit or looking through old

photographs is a lovely way of remembering happy times. Children can’t laugh and feel anxious at the same time – our bodies

won’t let us!

M – Making the Most of It

Everyone is missing out on lots of things because of Coronavirus. Feeling sad, angry, cross, fed up, frightened, and upset and

just about every other emotion are all very understandable. Everyone will be feeling like this from time to time. Doing something

physical like running, jumping or even punching a pillow can help.

We can also try to think about it another way – Coronavirus has given us all a chance do the things we don’t usually get around

to.

Everybody in the country is in the same situation – and actually all across the world. This is an important time in history – how are

your children going to remember what they did to get through it so that they can tell people in the future?

Adapted from weneedtotalkaboutchildrensmentalhealth UK

SUPPORT SERVICES

Getting in Touch with the College Psychologists

Our College Psychologists are here to support all members

of the school community. If you would like to speak with one

of our College Psychologists, you can email them on the

addresses outlined below. You can also use the following link

to let the College Psychologists know that you would like to

be in touch. All information provided on this link will be kept

confidential.

http://tinyurl.com/LYCpsychologists

Counselling & Psychological Services Department

Shanty Lourie (y1,3,5,7,9,11)s.lourie@yavneh.vic.edu.au

Adele Ribnick (Prep, y2,4,6,8,10,12)a.ribnick@yavneh.vic.edu.au

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Uniform Shop orders have to be made via flexischools at present. Orders are processed and packed once a week and delivered to the front gate.

Uniform exchanges are made by leaving the goods in a name bag at the guardhouse at Elsternwick Campus

SECOND HAND UNIFORMS - **PLEASE NOTE NEW CHANGES!** The YPO Second Hand Uniform Shop is ready to accept your donations of pre-loved uniforms in good condition. All proceeds are returned to support our kids via YPO projects.

Contact Hayley Jaffe (hayley@wilcorehealth.com.au or WhatsApp 0409 138 949) if you wish to buy or donate pre-loved uniforms.

Donations can also be dropped off with Stella at the Primary Office.

UNIFORM SHOP NEWS

Join over 320 members in the Yavneh 2nd Hand Uniform & Books Facebook group https://www.facebook.com/groups/yavnehuniform/ to buy and sell your pre-loved uniforms, books or extra-curricular gear (eg. ballet, karate, cricket kit). Please restrict the sales and requests to items relevant to education.

Please note: The YPO will no longer be accepting second hand books but you are welcome to buy, swap and sell them via the Facebook page.

The ordering system is in place for your convenience. Use Flexischools to order uniforms.

Please let Lynda Pilalis @ l.pilalis@yavneh.vic.edu.au know if any ex-students have made Aliya, so we can update the Aliya Honour Board.

ALIYAH HONOUR BOARD

Throughout this challenging year, many people have wondered what is the meaning of all this? What is God trying to tell us?

What are we supposed to understand? Many people have offered suggestions, but all of them fall short—how are we to know the

Mind of God? Rav Joseph B. Soloveitchik, the Rav, in Kol Dodi Dofek (pp. 9-10) states that our response to tragedy and difficult

situations is not to figure out why it happened, but rather what message there is going forward.

I believe there are many take-aways, however, for the time being, especially in light of our common realisation that, barring a

miracle, we will not gather in Shuls this year for Rosh Hashana or Yom Kippur, I believe we must now strengthen our Emunah and

Bitachon—faith and belief in God. This is not something I normally address in a straight-forward manner, however, I believe this

message is staring directly at us in this week’s Parsha, Parshat Ekev, so I will be somewhat blunt.

The over-arching theme of Ekev is now that the Jewish people are leaving the desert and entering into the land of Israel, they

must shift their focus. In the desert, God provided for us in a miraculous manner, with the manna falling down from the heavens.

But now, in the Land of Israel, we will need to work the land, there will be no open miracles and we will need to work hard—but

our sustenance is still through the Hand of Hashem. This is why we are commanded to make blessings before and after eating.

ואכלת ושבעת וברכת את ה׳ אלקיך על הארץ הטבה אשר נתן לך

"You shall eat and be satisfied, and bless the L rd your G d for the good land which He has given you." (Devarim 8:10)

Over and over again, the Torah reminds us that Hashem is looking after us and will provide for us, so long as we hold up our

end of the bargain, by creating a just and moral society and living our lives with ethical purpose. The blessings will fall not as

a manna from the heavens, but as earth-nourishing rains, a symbol for God’s blessing through natural means. This is clearly

communicated in the second paragraph of the Shema, also located in this week’s Parsha: It shall come to pass, if you listen

diligently to My commandments which I command you this day, to love the L-rd your G-d, and to serve Him with all your heart and

with all your soul, that I will give you the rain of your land in its due season, the early rain and the late rain, that you may gather in

your corn, your wine and your oil, and I will give grass in your fields for your livestock, that you may eat and be full.

WEEKLY DVAR TORAH - PARSHAT EIKEV

RAV NOAM SENDOR, Informal Educator and Jewish Studies Teacher

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This is the Torah. God will provide for you so long as you trust in Him by living your life with ethical direction and spiritual purpose.

In times like these, it can be hard to feel spiritual connection. It can be hard to find any inspiration. Many of us are deeply worried

about our health or our finances or our loved ones through the world or just the precarious state of reality. And while it can be

exceedingly challenging amidst stressful situations to think about the bigger questions in life, I believe this is exactly what we are

being asked to do. I have no idea why all this is happening, and to suggest any one reason is overly simplistic. But there is no

doubt it is time for us to respond, to turn inward by working on our mindset, deepening our faith in Hashem, and looking for ways

to support others however we can. Use the challenges in your life as an opportunity to turn to Hashem and ask for support and

strength.

While our spiritual connection has been deeply challenged by the upheaval in communal services and this will continue for

some time, this is a powerful opportunity for each of us to find deep faith in Hashem and ourselves, to trust in the process and

Hashem’s Kindness and to cultivate our care and compassion for others.

I would also like to use this as an opportunity to remind everyone that if there is any way that I can support you during this

challenging time, in whatever way, please do not hesitate to reach out.

Blessing us all with strength and health, both inside and out, and with a Shabbat Shalom.

Have you ever noticed at a certain age we stop playing and become more attuned to responsibilities and to things that need to

get done?

If you have the chance to watch or be with a child, you will notice the authenticity, vulnerability, laughter, tears and pure joy that

they indulge in. Working in an environment such as an ELC gives us, as educators, the gift of being in the presence of children.

When engaging with children, one has the ability to be more present: watching their moves, conversations, humour and most of

all play.

As we are watching our world as we know it, change due to the new Stage 4 Covid restrictions, it is natural to feel the impact of

such an event. I think it is fair to state that many are feeling anxious and insecure. Many are feeling scared and uncertain and

many are feeling vulnerable and exposed. So my message to all of us is to try our best to find the inner child in oneself - the child

who looks at the world through innocent eyes and appreciates all the beauty and positivity that lies before them. If we, as adults,

can incorporate this child-like innocence into our daily lives: we can learn to live more from the heart. When the heart softens, we

can then truly feel, connect and smile. What kids naturally embrace is being in the moment and not having another care in the

world when they are engaged.

A CHILD'S INNOCENCECHARLENE ORWIN, Head of Yavneh Early Learning Centre

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A Child's Innocence

A child's innocence

is because they are fresh and new

A child's innocence

is because they have not yet seen evil debut

A child's innocence

is because they are still pure

A child's innocence

is because they have been unchallenged for sure

A child's innocence

is because their life is so beautiful and clear

A child's innocence

is because they were not yet taught about fear

A child's innocence

is because they have not yet been taught to hate

A child's innocence

is because they are still loved with debate

A child's innocence

is something to that we should cherish

A child's innocence

is something that should not perish

A child's innocence

is our last hope

A child's innocence

could teach us to cope

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YEAR 4 BET JEWISH STUDIES REPORTSARA AMZALAK, Primary Jewish Studies Teacher

To end off Term 2, (back on school grounds) after learning about Eliezer taking ten camels with him on his journey to find a wife

for Yitzchak, and that Rivka offered water to not only Eliezer but his ten camels as well, Year 4 Bet did some research into camels

and found out some interesting facts. We learnt that contrary to popular belief, camels don’t store their water in their hump, but

that they can drink up to 200 Litres of water in 3 minutes. To know approximately how many litres that was for ten camels, we put

our maths hats on and found out that Rivka had to draw up approximately 2000 litres of water – a huge Chessed indeed. In order

to picture this volume of water, students did some more maths to work out how many cardboard boxes that could hold 12 litres of

water each were required to form a cardboard “trough”. We then pictured this volume 10 times over. We also filled 2L milk cartons

to gain an idea of the weight of so many litres – suffice to say that we couldn’t hold it all at once!

In remote learning we learnt that when Yitzchak married Rivka, and Rivka was brought into the tent of Sara, the three miracles

that existed in Sara’s lifetime, returned once again. Students were asked to find items around their house and create a model or

picture of Sara’s tent and the three miracles. They were then asked to take their mini project to the next level – given the choice

of taking it to level A, B or C, in explaining these miracles and their significance to Parshat Chayei Sara. The mini projects were

amazing, with students choosing to spend more than the allotted class time to complete their fantastic models and work.

I look forward to more creativity in Chumash as we head on to learn about the twins - Yaakov and Eisav.

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Mazal tov on the participation of 56 students from Leibler

Yavneh College in this year's annual B'nai B'rith Jewish Youth

Art Competition.

Despite the global pandemic, the Competition - in an entirely

online format - has been an undoubted success, with multiple

winning entries from our students at Yavneh college.

Below is a link to view the amazing work done by a range of

Jewish day school students across Melbourne which took

place last Sunday.

https://www.bnaibrith.org.au/our-projects/bbvicart

2020 B’NAI B’RITH YOUTH ART COMPETITION MICHAEL DASKALOU, Head of Arts and Secondary Teacher

Painting and Drawing ages 11 - 13 First place- Macaw Uriel Gabai

Painting and Drawing ages 11 - 13 Third place - Birch Trees Leah Spivak

PRIMARY ARTSAMARA ADAMSON-PINCZEWSKI, Primary Art Teacher

Atalia Schneier Avigail Shaltiel

The following Yavneh students from both Primary and

Secondary managed to be awarded for their efforts. Kol

Akavod to the students and teachers (Dawn MacGregor,

Samara Adamson-Pinczewski, Mark Groves) involved in the

process.

It was amazing to see that even during these trying times, the

Art department of both Primary and Secondary pulling together

to help students create artworks and photography in order to

meet deadlines for the Bnei Brith. What an amazing result! I

cant wait to see these artworks displayed around the Yavneh

halls for when we all return to campus.

PRIMARY AWARDS

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SECONDARY AWARDS

Chairman’s Prize - Ghost Gala Amelie Cher, Michal Etzion, Raphael Menahem and Keira Potash

Painting and Drawing ages 14 – 15 – First place – Untitled Ortali Arzouan

Digital/Photography - Second Place Ben Goldhirsch

Raymond and Leah Black Prize - Untitled Ariel Kaufman

Portraiture / Caricature Prize - Second place - Grandmother Talia Davis

Judges special commendation - First place (Photography) - Before the dayJordy Israel

To commemorate Tisha B'Av, our staff and students participated in a rigorous program which prompted students to reflect and

deepen their understanding of the messages of Tisha B'Av. Beginning with a special Tefillah baBayit with the recitation of kinnot,

students then had the privilege of hearing Mrs Ella Wilhelm speak about how we can transform destruction and devastation,

an important message for these times. After this keynote address, students in different year levels attended tailored programs,

catering to the interests and level of the students. The sessions included The Pyramid of Love, What Would You Do?, Out of the

Whirlwind and Tisha B’Av Then and Now: A look in the modern day Israel.

‘The Pyramid of Love’ session looked at the Kinnah written to commemorate the Holocaust, to prompt a discussion on the

Pyramid of Hate. This is the concept that negative behaviours tend to snowball, with the social acceptance of lesser behaviours

enabling the progression to graver ones. The session challenged students to flip this concept on its head and create a Pyramid

of Love.

In the ‘What Would You Do?’ session, we looked at some of the personal moral dilemmas brought to Rabbi Tzvi Hirsch Meisels

OVERVIEW OF THE TISHA B'AV PROGRAMTAMARA GINZBURG, Jewish Life Educator and Secondary Teacher

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TISHA B'AV TEFILLAHJEMMA GOLDBERG, Year 10

KEYNOTE SPEAKER: MRS. ELLA WILHELMEITAN JUNGER, Year 11

Last week on Tisha B’Av, we commemorated the fast online, as we were unable to be with one another in person. Thanks to the

hard work of our Jewish life Team and teachers, we were still able to observe this tragic day to its fullest. The morning davening

service was really well put together with lots of involvement from both students and teachers. At the beginning of davening, Rav

Sendor addressed us and gave us lots to think about on this solemn day. The davening concluded with a brief explanation and

reading by several students of the kinnot, which are poems from the “Book of Lamentations” that mourn the destruction of both

Temples and other tragic events in Jewish history. It was a very meaningful service for all involved and it was really special to still

have everyone together, considering the circumstances.

On Tisha B’Av, we had a tailored program filled with sessions and guest speakers for each year level, dealing with themes relating

to the day. One of the guest speakers we were privileged enough to be addressed by, was Mrs Ella Wilhelm. Traditionally on Tisha

B’av we do not learn Torah, rather we only learn sad parts of Torah and parts which are related to the events of Tisha B’Av. Mrs

Wilhelm shared with us a fascinating and insightful commentary written by the Maharsha about the Gemaras account of a debate

between the wise men of Athens and Rabbi Yehoshua Ben Chananaya, which can seem to be filled with riddles, that took place

after the destruction of the second Beit Hamikdash. The Gemara tells of an encounter between the wise men of Athens and Rabbi

Yehoshua Ben Channanya, after the destruction of בית שני. The encounter is as follows,

משרא דסכיני במאי קטלי בקרנא דחמרא ומי איכא קרנא לחמרא ומי איכא משרא דסכיני

“They asked him another question: With what does one harvest a field of knives? Rabbi Yehoshua answered: With the horn of a

donkey. They said to him: But is there such an item as a horn of a donkey? He said to them: But is there such a thing as a field of

knives?”

אייתו ליה תרי ביעי א’’ל הי דזגתא אוכמתי והי דזגתא חיוורתי אייתי להו איהו תרי גביני אמר להו הי דעיזא אוכמתי והי דעיזא חיוורתי

“They brought him two eggs and said to him: Which is the egg of a black hen and which is the egg of a white hen? Rabbi

Yehoshua brought them two cheeses, and said to them: Which is the cheese from the black goat, and which is from the white

goat?” (Bechorot 8b)

CONTINUED

during the Holocaust. It challenged students to grapple with a selection of dilemmas of the camp inmates and apply Halachic

reasoning in their resolution.

‘Small actions, Big consequences’, was the session which explored the impact a small comment can have, for better or worse,

through the lens of stories and personal accounts shared by the incomparable Mrs. Timmy Rubin. An important theme of Tisha

B’Av.

‘Out of the Whirlwind’ was a session which looked at the relationship between communal and personal mourning. It prompted

the students to contemplate how we are shaped by loss and what our role can be in comforting someone suffering a loss.

‘Tisha B’Av Then and Now: A look in the modern-day Israel’ looked through the eyes of Israel’s prophets to challenge students to

address their connection and responsibilities to modern day Israel.

Below are student reflections of some highlights of the day.

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The Maharsha explains, it takes 21 days for an egg of a hen to hatch and all that remains of the inside of the egg is the chick and

the outer shell. According to the Maharsha, the two eggs represent two sets of 21 days. This means we have two sets of twenty

one days, one comes from sadness, the three weeks from the 17th of Tammuz until the 9th of Av represented by the egg from the

black hen, and the other set is from Rosh Hashana till Hoshana Raba represented by the white hen. As the 2 eggs cannot be told

apart, the Greeks were saying that darkness is as potent as light, in the Jewish calendar our days of mourning are equal to our

days of happiness. They thought our happy days were no longer, and from here on we would only suffer.

By bringing the cheese, Rabbi Yehoshua was saying the black goats’ cheese is still white, just like cheese from the white goat, he

was saying that light can come out of darkness. Even though the Jewish people experienced destruction, rebuilding will come out

of the destruction. The horns mentioned symbolise the coming of Mashiach, as we know a Shofar will be blown when Mashiach

arrives. Rabbi Yehoshua was saying to the Greek philosophers although we have gone through tragedies and destruction we will

be redeemed.

Through this Gemara Mrs Whilhem gave a very powerful message, although we have gone through destruction with the imminent

arrival of Mashiach we will be redeemed, because of out of destruction comes light.

SMALL ACTIONS, BIG CONSEQUENCES - MRS. TIMMY RUBINSHAKED GOZLAN, Year 12

Over Tisha B’Av, we had the honour to hear from Mrs. Timmy Rubin, Australia’s only Jewish female prison chaplain. We

were privileged enough to learn about her role and the remarkable effects that she has on the community by showing love

and compassion to those who may desperately need this basic human necessity. In this session, titled “Small Actions, Big

Consequences,” I was delighted to hear this strong Jewish female leader discuss her experiences when visiting Jewish prisoners.

I believe that Judaism is so strongly intrinsic no matter how distanced one feels from it, and Jews take comfort in knowing

that another Jew is around which makes anywhere feel like home. Mrs. Rubin is that light that connects Jews who may feel so

detached by reminding them of who they are and igniting their neshamot (souls) with the light of our culture. This genuinely

remarkable woman brings kosher food and invites Jewish prisoners for shabbat meals and embraces them into the community

upon their return. As an individual, I learnt about the strength and effects of even tiny mitzvot on a larger scale. I don’t think many

of us realize how much culture has been ingrained within us and how easily it has flourished as we grow in this environment.

If suddenly I were to go to a place without any Jewish culture, I would feel out of place and it would take time to get used to,

because of how I’ve been brought up. People like Mrs. Rubin go to those places to bring back that missing culture, which really

gives me hope and pride in the kindness of people.

This brings me to why it was so crucial for us to be able to learn from her and look up to her as a role model for modern day

Judaism. As we get older and meet new people, often we make judgements subconsciously and fall to the evil inclination,

causing us to be unkind, gossip and ignore those that may need help. Just as much as humanity can be beautiful and giving,

there is another side. This Tisha B’Av, I and hopefully others have taken this opportunity to actively improve ourselves and

consider our surroundings, people and their lives that we don’t know the full extent of and cannot judge for we are only human.

I want to highlight the importance of Ahavat Chinam (love without reason), rather than Sinat Chinam (hate without reason) which

was a major factor contributing to the destruction of the Beit Hamikdash yet we still struggle with this problem as a society.

I believe in “Kol Yisrael Arevim Zeh La Zeh” meaning that all Jews are responsible for each other, and “V’Ahavta Lereicha

Kamocha” love your fellow as yourself. These are fundamental values in Judaism, and we are commanded to respect and love

each other regardless of the circumstance. It can be frustrating and often infuriating to act upon these words when one does

not seem worthy of kindness, but Mrs. Rubin so warmly opens arms in patience and loving kindness to Jews; a perfect example

of this mitzvah. I encourage us all to try incorporating these messages in our daily lives and actively choose kindness instead

of being weak and letting the evil inclination take over, because Ahavat Chinam brings all our souls closer to spirituality and

ultimately Mashiach and the rebuilding of the Beit Hamikdash.

We dearly thank Mrs. Timmy Rubin for sharing her experiences.

13

בס׳׳ד

Avishai where can I start, my family were chosen to be your host family and we had so many fun times and are extremely

disappointed that you have to leave on a sad note. I will miss you coming for dinner once a week, playing basketball, watching

a movie or even doing Just Dance. Amitai what can I say? If it isn’t playing basketball, Fortnight, 2k or learning, I always have the

best time when I am with you, you make anything we do fun. Now to Avichai, last but not least. I loved playing basketball with

you or just hanging out in Hamakom, I really enjoyed spending time with you and you will be greatly missed around school even

though you are not leaving for another month. I don’t think I’ll get the chance to say bye again in person. On behalf of everyone at

Yavneh, thank you so much for everything you have done for us and know that we will stay in touch.

As someone who had the pleasure of hanging with these special people during early Gemara and after Beis Cafe, I can

sufficiently say Avishai, Amitai and Avichai are the best that Israel can offer. They are genuinely hilarious, always having a smile

on their face and making every moment enjoyable. From when you guys first came to school and played that game at assembly

where you cleared up the confusion which is your names, we all saw how funny you are and everyone knew that we were going

to have an amazing year with you. Every time I was put in a chavruta with any of you, you made the whole time really fun, whether

we were talking about the Mishnah or our favourite TV Shows. I can genuinely say we will miss seeing your faces in Hamakom

along with your grade A banter, and we wish you so much luck in your future from whatever degree you’ll finally get to complete

to your inevitable engagement posts on Facebook. I know for a fact you’re going to do amazing things because you are all so

smart, passionate and bubbly. Thank you for choosing to stay this long with us and I’m looking forward to seeing you in Israel.

Thank you for coming to Yavneh and for all the amazing things you have done. Avishai, thank you for learning with me every

week and for all the fun times we have had together. I learnt so much from you. Avichai, I really enjoyed learning with you, and

you taught me so much. Thank you for learning with me every week. Amitai, I enjoyed learning with you in the BarME classes and

talking to you in HaMakom and around the school. Hillel, even though I did not learn with you one-on-one, I still enjoyed talking

to you around the school and learning with you in my group on school camp. You are all great role models. We will miss you

very much. We know that you will have a safe flight home. Chazal teach us that “Shluchei Mitzvah Einan Nizikin,” which means

that people travelling for the sake of a Mitzvah are kept safe by Hashem. This applies both on the way to doing the Mitzvah and

returning. You certainly came to Australia to do a huge Mitzvah, teaching us Torah and the right way to live as a Jew. Therefore,

we trust that you will return home safely to your family and friends, and we really look forward to visiting you in Israel one day

soon.

TZEVET FAREWELLAVI SEGMAN, Year 10

TZEVET FAREWELLEVA BORODA, Year 12

TZEVET FAREWELLYONI MOSS, Year 7

14

ADVANCED TANACH - RABBI MENACHEM LEIBTAGALISSA GREENBRGER, Year 10

Last Tuesday night, a few Yavneh students had the opportunity to extend their Tanach knowledge by attending an online session with Rabbi Menachem Leibtag, an internationally acclaimed Tanach scholar who lives in Israel. In this session, we focused on the question of “Why do we call the book in which we pray from each day a Siddur?”.

Siddur translates to ‘order’ in English. In a Siddur, there are multiple sections, the three which stand out being פסוקי דזמרה , שמע

and שמונה עשרה. As Parashat Va’etchanan includes the Shema in it, we focused on that part in particular.

The first line of Shema is “שמע ישראל ה׳ אלוקינו ה׳ אחד”, meaning “Hear O Israel, Hashem is our God, Hashem is the One and Only.” This seems to be making two separate statements about God, the first one being that he is specifically our God, and the second one being that Hashem is the only God. These two statements seem to contradict each other since if he is the only God, what makes him specifically the God of the Jewish people?

The words “ה׳ אלוקינו” can be understood that Hashem isn’t necessarily no one else’s God, but that he is the boss of the Jewish people, and that we therefore have the responsibility to serve him. The Shema is essentially a pledge of allegiance, saying that we will serve Hashem. Understanding “ה׳ אלוקינו” solves the contradiction which is had with “ה׳ אחד”.

Before Shema, the two Brachot which we say both connect to one of the two statements in the beginning of the Shema. is about Hashem choosing Bnei Yisrael out of אהבה רבה and ,”ה׳ אחד“ is a blessing about creation, fitting in with יוצר המאורותlove, fitting in with “ה׳ אלוקינו”. In order to pledge allegiance to God in Shema, we first must have the understanding that there is only one God, and then we can acknowledge that Hashem chose us as his people.

When we Daven every morning, there is a specific order in which we pray. We start off by praising Hashem and talking about how great he is in פסוקי דזמרה, and then go on to pledge our allegiance in שמע. Only after that can we ask Hashem for our needs in .This logical order is why we name our prayer book Siddur .שמונה עשרה

Overall, we are very grateful that we had the opportunity to have this session with Rabbi Menachem Leibtag despite the fact that he lives so far away from us and are excited to learn more from him in future sessions.

15

REMOTE SPORTMICHAEL SHMERLING, Head of Sport - Secondary

2020 has thrown up some incredible challenges to the human race, yet time and time again, the Yavneh community stands strong. The resilience of our community has been nothing short of amazing.

As we enter Term 3 remote classes, the HPE team want our students to study everything Respect and Leadership. Students will study the origins of sport and their changes over time, how our heroes became heroes, what makes a stronger leader and role model, how to stay positive in the face of adversity, our Indigenous leaders and role models, and how professionals become pro-fessionals. Although working remotely, the more important these attributes become.

We have a very talented cohort of students at Yavneh that have a drive to better themselves, both inside and outside the class-room. While we have our study load on Respect and Leadership, our practical side of Health and Physical Education looks at the different methods of training and strength.

In week 3 of Term, we had Jack McLean speak and run a practical session for our Year 9 and 10 students. Jack works at the Haw-thorn Football Club (AFL) as a Strength and Conditioning coach for the 1st to 4th year players, and at the Box Hill Football Club (VFL) as the Head of Performance. He delivered a practical session that focused on core strength and body weighted strength, then delivered the same program Hawthorn use for their new recruits. Both cohorts took a lot out of the session and have contin-ued support from Jack through his different platforms.

Check out his website – www.preparelikeapro.com

In week 4 of Term, we are having Georgie Rodger, an experienced and professional Pilates instructor. Her lessons revolve around controlled movements, body strength and injury prevention.

With our students still developing, having such lessons run by 2 professionals in their field enables students to better control and understand their capabilities, and different methods for enhancing their development in regard to strength.

As we enter Stage 4 lockdown, on behalf of the HPE team at Yavneh, we want to ensure our families that you have our support. Our physical health is important, but more so is our mental health. We encourage you to seek help if feeling down.

Shabbat Shalom

16

CONTINUED

Please find below a simple shadow boxing program you can do from your home without the use of equipment.

SHADOW BOXING TRAINING

• 3 sets of each exercise,

• 1min break between exercises

UPPER CUT

Teaching points:

1. Stand with feet shoulder width apart and knees slightly bent.

2. Make two fists and hold arms next to side with elbows bent.

3. Punch the right fist in an upward motion, stopping firmly at

chin level

• 50 upper cuts

• 10 Squats

• Rest 30sec

HOOK PUNCHES

Teaching points: Start in boxing stance. Bend left arm at

90-degree angle and swing as if punching someone in the jaw.

Pivot so that knee and hips face to the right. When throwing

a rear-hand hook (that's right hand for righties; left for lefties),

pivot rear heel when throwing punch.

• 50 Hooks

• 10 Squats

• Rest 30sec

STRAIGHT/JAB PUNCHES

Teaching points: Start in boxing stance: feet slightly wider than

shoulder-width apart with the left foot in front and fists protecting

face (right foot in front if you're a lefty). Step forward with left

foot and extend left hand forward with control, rotating palm

to face down (jab with your right hand if you're a lefty). Quickly

step back and snap left arm back to starting position.

• 50 Straight/Jabs

• 10 Squats

• Rest 30sec

HIGH PUNCH

Teaching points: Stand with your feet a little wider than hip-

width apart, bending the knees slightly. Make fists and place

your arms bent in front of you at about chin level. Squeeze your

shoulder blades together, chest up and engage the abs

• 50 High punches

• 10 Squats

• Rest 30sec

WEEKLY STEAM@HOME CHALLENGEKIMBERLEY BRUCE, Secondary Teacher

This week’s challenge is “PROTECT THAT PILL!”

Surprisingly, much design goes in to developing pill tablet coatings and the systems that apply these coatings. Varying the material or thickness of a coating can dramatically affect a medication's effect on the body. Engineers play an integral role in this process, from developing and testing chemicals for coatings to designing the complex systems used to mass produce uniformly coated pills.

Materials List

• 60 ml (¼ cup) flour

• 30 ml (1/8 cup) cornstarch

• 60 ml (¼ cup) sugar

• 30 ml (1/8 cup) vegetable oil

• 1 paper plate

• 4 small paper or plastic bowls or cups

• 1 clear plastic cup

• 1 cup clear diet (to avoid stickiness) soda

• 1 small plastic spoon

• 2 pieces of color-coated candy per group (Runts or Skittles work well)

• 1 cup clear diet soda in a plastic cup (for experiment control)

• Timer

17

CONTINUED

THE CHALLENGE:

Sarah is a fifth-grade student with an extremely sensitive stomach that is irritated by certain foods and many medications. Sarah

recently came down with an illness that caused her to have a high fever, among other symptoms. Her mother wants to help Sarah

fight the fever by giving her some aspirin, but she is afraid that the medicine might make Sarah's stomach hurt. Can you think of

some ways you might be able to help Sarah? (Possible answers: Have Sarah take the medication with food, use a different type of

medication that does not cause stomach pain, use a coated aspirin, drink fluids and take a cooling sponge bath, have Sarah take

the aspirin with another type of medication that helps stomach pain, etc.)

Many medicines help our bodies fight sicknesses and diseases but can also make our stomachs hurt. Where is the stomach in

the digestive system and what does it do? To prevent this stomach pain while still allowing the medication to get into our bodies,

engineers and pharmacists have developed pill coatings that do not dissolve until after they have passed through our stomachs.

These specially coated pills are called "enteric-coated" pills or tablets.

Today, we are going to help Sarah by acting as engineers and developing our own "enteric" coating. We will create a recipe for our

coating, and then test it by observing its effectiveness in protecting a piece of candy placed in an environment that simulates the

environment found in our stomachs. Before we get started, why is it better to test the pill in a simulated environment rather than

testing it on a human? (Possible answers: The coating could fail and make the person's stomach hurt, it is easier to observe how

the pill dissolves in the simulated environment, etc.). Then, just like engineers, we will analyse our coating and make suggestions

for improvements to our design.

WHAT’S SO SPECIAL ABOUT OUR INGREDIENTS?

Oil helps the dry ingredients stick together, helps make the mixture less sticky, and makes the coating less soluble.

Flour and corn starch are thickening agents with fairly similar properties. They also improve the workability of the overall mixture.

Sugar thickens the mixture to some extent and makes the texture grainier but can also make it less soluble when used in the right

proportion, thereby improving its performance as a protective coating.

RECIPE AND FRACTION WORKSHEET

Fraction = Number of spoonful’s of ingredient / Total number of spoonful’s

RECIPE #1 RECIPE #2

Number of Spoonful's Fraction Number of Spoonful's Fraction

Oil

Sugar

Flour

Corn Starch

TOTAL

18

7. After 10 minutes have passed, remove the pieces of

coated candy from the soda-filled cups and make

observations about which coating did the best job of

protecting the candy "pill" and compare the coating recipes

for each group to see what did and did not work. How did

the coatings perform, compared to the uncoated control

"pill," and compared to the various team recipes?

8. Calculate the fractions represented by each ingredient

in their recipes. What are the relationships between

performance and proportion of certain ingredients? What

are the advantages and disadvantages of using certain

materials?

9. Using what you have learned from analyzing the testing

results and original recipes, write down a new and

improved coating recipe.

10. Following your new recipes, mix up a new coating batch.

11. Repeat the same procedure for coating and testing,

and then compare the results again as a class. What

improvements were made?

12. Conclude by reflecting on the activity in terms of the

universal steps of the engineering design process: Ask,

Imagine, Plan, Create and Improve, as described in the

Assessment section. These are the steps engineers go

through in designing new products and processes.

CONTINUED

WHAT TO DO

1. Before any mixing is done, decide how much of each

ingredient (in spoonful’s) you think you want in your

coatings. These become your recipes, which you

document in the table above.

2. Following your recipes, begin mixing your coatings on

paper plates (see Figure 1).

3. When you have finished creating the coating mixture and

recipe, apply the coating to a piece of candy (see Figure

2). Make a thin and sleek design so the pill is easy to

swallow, inexpensive to ship, and requires less packaging.

4. Fill a plastic glass half full with clear soda, plus one extra

cup of clear soda for an uncoated piece of candy (so

students can see their coatings' effect on the dissolving

rate of the candy).

5. With the timer ready, and at the same time, drop your

coated and uncoated candies into the cups of clear soda

6. Allow the candy to sit in the soda for 10 minutes. After

several minutes, if the coatings do not look like they are

dissolving, stir their coated candy in its soda cup until the

10 minutes is over. (How does this step simulates a pill

going through the human digestive tract? Why is it better

to test the pill in a simulated environment rather than

testing it on a human?)

Let us know if you tried this week’s STEAM@Home challenge!

Email Kim Bruce at

k.bruce@yavneh.vic.edu.au and we will share it with the community on our social media and

next week’s Kesher! (Feedback on the structure of these challenges is also appreciated!)

19

בס׳׳ד

FROM THE SECONDARY LIBRARY

DAVID EASTON, Secondary Librarian

Girls Change the Game is by Melbourne authors Gabrielle Glory and Michael Hyde. The first

Scorpions Under 14 Girls team from Westpark Football Club has just been announced and this

is their very first game. The Girls Scorpions are up against the in-form team of the comp, the

Eastvale Ravens. With different choices throughout the book, you can decide the outcome.

Gabrielle Gloury has had a career in secondary teaching and social policy. A self-confessed

sport tragic, this is her first novel.

Michael Hyde has been writing for over 30 years mainly for adolescents. He lectures in

Professional Writing and Children’s Literature at Victoria University, where Gabrielle Gloury is

now a staff member.

Beyond belief is by new South Wales author Dee White. Inspired by the true story of Muslims

who saved the lives of Jewish children in the Second World War. In 1942, in the Grand Mosque

in Paris, 11-year-old Ruben is hiding from the Nazis. Already thousands of Jewish children have

disappeared, and Ruben’s parents are desperately trying to find his sister. Rubin must learn to

pass himself off as Muslim, while he waits for the infamous Fox to help him get to Spain to be

reunited with his family.

One hint of Rubin’s true identity and he’ll be killed. So will the people trying to save him. But

when the mosque is raided and the Fox doesn’t come, Rubin is forced to flee. Finding himself in

the south of France, he finds he must adjust to a new reality, and to the startling revelation of the

Fox’s true identity.

Dee White wanted to be a writer since she was seven years old. She has published nearly

20 books for children and young adults and many articles, short stories and poems. Apart

from sky diving and hot air ballooning, the craziest thing she ever did was travel around

Australia in tents for nearly two years with two children under three, her husband and a

dog. Dee White lives in a small rural town in New South Wales, with her husband and two

teenage sons.

20

בס׳׳ד

Second hand uniform stock – current as at 25 June 2020

Sport T-shirt - $15 Size 4x2 6x2 8x3 10x3 12x4 14x1 XXL x1 Sport shorts - $15 6x2 Sport tracksuit pants and jacket (old style) OBSOLETE Sports Jumper (new style) - $35 – NONE Sports pants (new style) - $25 – NONE Sport skirt - $10 Size 6x2 8x2 10x2 12x1 Mx2 and NEW Mx2,Lx3 Sports Leggings - $5 10x1, XLx1 Navy Tights - $3 Size 6-8 x3 Bike shorts - $5 4x1, 6x3, 8x2, 10x1 & 14x3 (NEW) Jumpers - $25/$30 (size/condition) 7x1, 8x1 10x5, 12x1 14x2 vests ( $20) 18x1 20x2, 22x2 Winter jackets/coat $15 Size 8x3, 10x1, 12x6 and 14x2 Bags $25 Small (prim school) – x6 Large (secondary school) –x3 (older/lighter) Hats - $5 (5 available) Reading folders - $5 To purchase message Hayley Jaffe via Facebook Messenger or 0409 138 949

Girls summer dress - $20 Size 4Cx1 (short) 6x2 & 6Cx2 8Cx2 (& 2 with marks & 1 unhemmed) 10x1 (marks) Girls long sleeve shirts - $15 Size 4x10 6x10 8x6 (& 8x2 for $10 small marks) 10x1 AND Senior (with logo) - $20 8x1 10x1 20x1 Girls winter tunic - $25 Size 4x3 6x2 (unhemmed) 8x2 10sx2 (& 1 unhemmed), Girls winter skirt - $25 Size 22x1 (shortened) Boys summer shorts - $15 Size 3x1, 4x1 8x4 (& 8x2 wider waist) 9x1 (“next” brand) 10x2, 12x1 18x5 (& 1 with extra elastic) 32x2 & 36x3 Boys summer shirt - $15 Size 4x4 8x1 (& 8x2 marked) 10x8, 14x2 Sx3 Boys winter (long sleeve) shirts - $15 Size 3x4, 4x2, 6x2 10x1 ($10 as small marks) 12x4, 14x1 ($10 as marks) Sx2 and XXLx2 Boys Trousers - $20 4x2 8x1 (& 8x2 unhemmed) 10x6 & 12x3 (12x1 unhemmed) 18x3, 20x1 30x1 (clip to be sewn), 34x1, 36x2 38x3, 40x2

21

בס׳׳ד

� TERM 1 29 JANUARY - 24 MARCHTuesday 26 Australia DayWed-Thur 27-28 Staff Conference Days (SFD)Thursday 28 Tu B’ShvatFriday 29 First Day Term 1

FEBRUARYMonday 1 Preps - First dayThursday 25 Ta’anit EstherFriday 26 Purim (ED 1.00pm)Shabbat 27 Shushan Purim

MARCH Monday 8 Labour Day (CC)Wednesday 24 Last Day Term 1Shabbat 27 Erev Pesach - First Seder (CC)Sunday 28-4 Pesach (Day 1 of 8 Days) (CC)

S M T W T F S

A P R I L

4 5 6 7 8 9 10

1 2 3

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30

S M T W T F S

M AY

2 3 4 5 6 7 8

30 31 1

9 10 11 12 13 14 15

16 17 18 19 20 21 22

S M T W T F S

J U N E

6 7 8 9 10 11 12

1 2 3 4 5

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30

� TERM 2 8 APRIL - 25 JUNEFriday 2 Good Friday (CC)Sunday 4 Pesach concludesSunday 4 Daylight Saving Ends 2amMonday 5 Easter Monday (CC)Thursday 8 First Day Term 2Thursday 8 Yom Hashoa (CO)Wednesday14 Yom Ha’zikaron (CO)Thursday 15 Yom Ha’atzmaut (CO)Sunday 25 Anzac Day (CC)Friday 30 Lag B’Omer (CO)

MAYMonday 10 Yom Yerushalayim (CO)Tue - Fri 11-21 NaplanSunday 16 Erev ShavuotMonday 17 Shavuot Day 1 (CC)Tuesday 18 Shavuot Day 2 (CC)

JUNEMonday 14 Queen’s Birthday (CC)Friday 25 Last Day Term 2Sunday 27 Fast Day - 17th Tammuz

S M T W T F S

J U LY

4 5 6 7 8 9 10

1 2 3

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31

S M T W T F S

A U G U S T

8 9 10 11 12 13 14

1 2 3 4 5 6 7

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

S M T W T F S

S E P T E M B E R

5 6 7 8 9 10 11

1 2 3 4

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30

S M T W T F S

O C T O B E R

3 4 5 6 7 8 9

31 1 2

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

S M T W T F S

N O V E M B E R

7 8 9 10 11 12 13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29 30

S M T W T F S

D E C E M B E R

5 6 7 8 9 10 11

1 2 3 4

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31

S M T W T F S

J A N U A R Y

3 4 5 6 7 8 9

31 1 2

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

S M T W T F S

F E B R U A R Y

7 8 9 10 11 12 13

1 2 3 4 5 6

14 15 16 17 18 19 20

28

S M T W T F S

M A R C H

7 8 9 10 11 12 13

1 2 3 4 5 6

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29 30 31

23 24 25 26 27 28 29

� TERM 4 4 OCTOBER - 14 DECEMBERSunday 3 Daylight Saving Begins 2amMonday 4 First Day Term 4Wednesday 27 VCE English Exam (TBC)

NOVEMBERTuesday 2 Melbourne Cup Day Family Athletics Carnival (ED 1:20pm)Sunday 28 Erev Chanukah (1st candle lit tonight)

Monday 29-6 ChanukahSunday 21 Year 12 Graduation (TBC)

DECEMBER ? Year 6 Graduation (TBC) ? Speech Night (TBC)Tuesday 14 Last Day Term 4 (Students)Tuesday 14 Fast of 10th TevetWed-Thur15-16 Last Days for Staff

LEIBLERYAVNEH

COLLEGE

HOLIDAY

JEWISH HOLIDAY

EARLY DISMISSAL (ED)

s’’xc

C A L E N D A R 2 0 2 1

COLLEGE OPEN (CO) STUDENT FREE DAY (SFD) COLLEGE CLOSED (CC) EARLY DISMISSAL (ED)

1 2 3 4 5 6

c’’pa,-t’’pa,

21 22 23 24 25 26 27

� TERM 3 13 JULY - 15 SEPTEMBERMonday 12 Professional Development (SFD)Tuesday 13 First Day Term 3Shabbat 17 Erev Tisha B’Av (CC)Sunday 18 Fast Day - Fast of Tisha B’Av (CC)

AUGUST SEPTEMBERMonday 6 Erev Rosh Hashana (ED 2.10pm)Tue & Wed 7-8 Rosh Hashana - Days 1 & 2 (CC)Thursday 9 Fast of Gedalia (CO)Wednesday 15 Erev Yom Kippur (ED 1.00pm TBC)Wednesday 15 Last Day Term 3Thursday 16 Yom Kippur (CC)Monday 20 Erev Succot (CC)Tue & Wed 21-22 Succot - Days 1 & 2 (CC)Monday 27 Hoshana RabaTuesday 28 Shemini Atzeret (CC)Wednesday 29 Simchat Torah (CC)

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