1

Rabbi Jonathan Sacks tells the story of how an acquaintance was driving in the Catskills in New York on a Friday afternoon when he saw a man wearing a kippah bending over his car by the side of the road. The acquaintance helped the man change his flat tyre and wished him “Good Shabbos”. The man then took off his kippah and explained, “Oh, I’m not Jewish, but I know that if I wear one of these someone Jewish will stop to help me”.

The thing is, as much as we may wish it were, altruism is not innate.

For a time, sociologists were convinced that it might be. In a seminal study in 2006, Felix Warneken and Michael Tomasello triumphantly identified apparently instinctive altruistic behaviour in 18-month-old pre-linguistic babies who helped strangers retrieve a dropped object. But further probing some years down the track revealed that these toddlers had actually been primed to help because the strangers had initially engaged them in friendly interactive play. The findings were conclusively overturned in 2014 by Rodolfo Barragan and Carol Dweck, a pair of Stanford psychologists who were able to demonstrate that it was indeed the experience of reciprocal activity that elicited altruistic behaviour in very young children. Since then, more evidence has amassed to show that altruism in humans is fairly reliably triggered by an expectation of reciprocity. But that’s not necessarily a bad thing.

Altruism may not be instinctive, but Judaism knows it can be taught.

In Vayikra 19:18 we are commanded, “And you shall love your neighbour as yourself”, ואהבת לרעך כמוך Identified as the 206th mitzvah by Maimonides and popularised as the Golden Rule by 17th century Anglican theologists, it is a clear expression of the ethic of reciprocity. Hillel famously inverted the concept, turning it into a negative injunction. The Talmud in Shabbat 31a-b describes the story of a potential convert who said, “Teach me the entire Torah while standing on one foot.” Hillel responded, “That which you despise, do not do unto your neighbour. This is the whole Torah; the rest is commentary. Now go and learn.”

But theory alone isn’t enough.

In 1973, Princeton social psychologists John Darley and Daniel Batson devised an infamous experiment. Theology students were recruited and asked to prepare a talk - some on the topic of becoming a minister, and some on the Good Samaritan parable from the New Testament. The well-known story tells how a priest and a Levite failed to stop and help a roadside traveller who had been robbed and injured, but a Samaritan did. The students were told to go and deliver their talk in a nearby building where an audience was waiting. Some were told that they were late and needed to hurry, and some were told there was no rush. On the way, each student encountered an actor slumped in a doorway moaning and coughing - replicating the circumstances of the Good Samaritan tale. Of course, preparing a talk on the Good Samaritan had no effect at all on whether the student actually stopped to help the victim. What made a difference was whether the student had been told to hurry.

All of us understand the pressure of time. Busy lives make it difficult to practice what we preach; to stop and help.

Harvard sociologist Robert Putnam described the decline of social capital in modern life in his important 1995 essay Bowling Alone, later expanded into a book of the same title. He explained that social capital is a type of societal wealth that has nothing to do with money and everything to do with the kind of cooperation, connection and trust that is born of altruism and leads to mutual benefit.

ואהבת לרעך כמוך.

And it does appear that Jewish communities have internalised this idea to the extent that our flat tyred friend in the Catskills knew exactly how to harness this unique social capital to his own advantage.

Indeed, ten years after Bowling Alone, Putnam’s research in American Grace was able to pinpoint the flourishing of social capital within religious communities, despite its demise elsewhere. He showed that regular attendance at a house of worship is the best predictor of altruism and empathy - better than education, age, income, gender or race. Religion creates community, community creates altruism, and altruism turns us away from selfishness and toward reciprocity and the common good.

ANNOUNCEMENTSMAZAL TOVS:To the Richardson family on the birth of a little boy.May you continue to have nachat from your family.

CONDOLENCES: To the Karp & Getz family on the passing of Mr Hyman Greenblat z’l.May your family know no more sorrow.

BAR/BAT MITZVAH REGISTER!

Please remember to register the date of your son or daughter’s Bar/Bat Mitzvah with Lynda Pilalis at Reception. We are currently reviewing the operation of the register and will inform families once the review is finished.

HOST OUR SHERUT GIRLS

To invite them for a Shabbat or Yom Tov meal, please contact Lynda Pilalis at the main Reception on 9528 4911 or email l.pilalis@yavneh.vic.edu.au

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 | 1 s t M A R C H 2 0 1 9 - 2 4 t h A D A R I 5 7 7 9

CANDLE LIGHTING:Shabbat Begins: 7:43 pm Shabbat Ends: 8:39 pm

DATES FOR YOUR DIARY

MARCH

Mon 4 YPO Open Planning Meeting 8:00pm, MPR

Tues 5 Primary Parent Teacher

Wed 6 Youth Alcohol Program Parent Evening 7:30pm, HaMerkaz

Thur 7 Year 7 Immunisations

Mon 11 Labor Day - College Closed

Tues 12 Primary Parent - Teacher

Mon 18 Secondary Parent - Teacher

Wed 20 Ta’anit Esther - Tuckshop Closed

Thur 21 Purim

Mon 25 Prep Swimming - Fri 29 Intensive

Tues 26 Year 10 Careers Testing

Secondary Parent Teacher 5:00pm Lamm Hall

APRIL

Thurs 4 Prep Grandparents Day 9:30am, Lamm Hall

Wed 10 Musical, Thurs 11 Alexander Theatre, Sun 14 Monash University

Tues 16 Last Day of Term 1

בס׳׳ד

2

For years, the trend in education was to segregate children with special needs, but today, we try to include them in conventional classrooms as much as possible.

Inclusion, mainstreaming, integration, differentiation—these are all different ways of how children with different needs are included in traditional classrooms.

So, is inclusion beneficial, and for whom?

Research over the last 15 years indicates that with the necessary support and proper training, its benefits seem to be overwhelmingly positive for everyone.

Students with special needs gain from increased social opportunities, higher expectations resulting in increased skills and achievements, increased self-respect and confidence, and better preparation for adult life.

But the benefits surprisingly were equally shared by students without special needs. They too gained in greater academic success, enhanced feelings of self-esteem from mentoring students, increased appreciation of their abilities, and a greater acceptance that all people have unique abilities. They learned sensitivity and empathy as well as strong collaborative skills.

In the workforce, a similar idea is gaining traction, as employers are starting to acknowledge the importance of diversity. The effectiveness of human resource systems designed for a homogeneous workforce is being questioned as employers recognize the contributions of all different kinds of intelligences and talents.

So it looks like we were created as diverse human beings for a reason: we all have what to contribute. In the beginning of this week’s Torah portion, Moshe gathers the nation of Israel and lists the various materials that they can contribute to the Mishkan (Tabernacle), Hashem ’s home on earth.

“Take from yourselves an offering for the L-rd; every generous hearted person shall bring gold, silver, and copper…” (Exodus 35:5)

Each of these materials represent a different persona in the nation. Gold represents the purity of the tzaddik, the fully righteous individual. Silver (kessef in Hebrew, which also means “yearning”) represents the baal teshuvah, the returnee. Copper, the least expensive of metals, represents the sinner.

We might have thought that only a tzaddik who is removed from the enticements and ensnarement of this world has the ability of transforming it into something holy. Or, we might believe that only a

baal teshuvah, who intimately knows the negativity of this world can transform its lowliness into loftiness. But the Torah teaches us even the sinner must be included in this endeavour and has what to contribute.

Amazingly, Hashem’s home on earth is not complete without each of their contributions. The Or Hachaim says that even though there were too many resources that were donated, it was a miracle that every person’s donation was used. Each person could feel honoured that their donation had been used. Another miracle was that when put together, it looked like only one person had made it, that it looked complete.

No matter our spiritual standing, no matter our intellectual abilities or our emotional intelligences, we were all handcrafted by our Creator to make our world a home for G d.

And, whether we consider ourselves low or high, righteous or wicked, someone with limited abilities or someone super talented, we are all needed. As unintuitive as it may initially seem, each and every one of us has what to gain from the other!

Rochel TilsonSecondary Teacher

בס׳׳ד

CONTINUED

WEEKLY DVAR TORAH - PARSHAT VAYAK’HEL

Voluntary work is one of the key expressions of altruism. It is the manifestation of shared responsibility, of compassion in pursuit of an ideal. Slow down. Make time for it. Although there may be no expectation of reciprocity, any volunteer will tell you that they gain more than they give. As the great Jewish psychotherapist and survivor Viktor Frankl said, “The door to happiness opens outward”.

Oh, and did we mention - the YPO welcomes anyone who would like to volunteer to come to our open meeting on Monday night!

Shabbat Shalom, Amanda Hampel and Tali Boltin

YPO Co-Chairs

3

בס׳׳ד

IMAGINATION IS CRITICAL IN CHILD DEVELOPMENTAlbert Einstein once said, “Imagination is more important than knowledge.” Imagination is the door to possibilities. It is where creativity and thinking outside the box begin for child development.

Imaginative and creative play is how children learn about the world. During imaginative play, children manipulate materials, express themselves verbally and non-verbally, plan (intentionally or unintentionally), act, interact, react, and experiment. Great opportunities for learning are possible when children participate in creative play with dolls, vehicles, blocks, rocks, cardboard, or boxes.

Encouraging creative thinking while manipulating play dough, creating recipes by mixing dirt and water, working with art materials, splashing in puddles, or pretending to fly can further child development.

Imagination fosters cognitive and social development. All parents aim to raise children to reach their highest intellectual and social/emotional potential. In early childhood education, critical thinking skills and creative problem-solving abilities are goals for children’s development. Imagining, trying new ways of doing things, and experimenting help develop critical thinking in children and foster creative problem solving. The benefits of nature for child development are endless. Because nature is ever changing, it provides countless opportunities for discovery, creativity, and problem solving.

The natural world inspires children to think, question and develop creative minds. When children invent scenarios, they try many different roles and organize their thoughts while developing social and verbal skills. Open ended art experiences allow for creative expression that nurtures imagination.

Children have vivid imaginations and creative visualization usually comes quite naturally to them. However, because we have so many ready-made images from such sources as TV, computers, video games, etc., it is more important than ever to encourage and provide opportunities for our children to use their imaginations.

As parents, we know we should foster our children’s imaginations -- but our busy lives often don’t seem to have a place for creativity that isn’t tied to productivity. So how do we inspire this power in our children?

• Tell stories. Storytelling may well be the cornerstone of imaginative development and doing it well and in a variety of ways is something you can do almost every day -- even if it is only in brief moments.

UNIFORM SHOP NEWS***WINTER CLEARANCE***Old style tracksuit ( limited sizes) - $30Cotton lined anoraks (sizes14 - 2xl) - $20Zip through sports jackets - flannel lining (limited sizes) - $10Zip through sports jackets - fleece lining ( limited sizes ) - $20***NEW IN STOCK***Fleece tracksuit pants -$55Yavneh scarf - $23

UNIFORM SHOP HOURS:

Monday 7:30p-9:30Wed 8:30-11.30Thursday 3-5pm

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

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.

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.

• Make art. Paint, draw, build, sculpt. Tactile experiences are important and giving young children free rein over their work is crucial.

• Use natural or generic materials. Keeping kids in touch with objects from nature inherently inspires their imagination.

• Foster a sense of inner space. Parents should keep young children in particular from being overloaded by images from the media, whether it’s television, movies, or computers.

Allow children to form their own images and create their own thoughts.Children today desperately need time and space to develop their creative imaginations free from adult agendas. Even if your children complain, “I’m bored! There’s nothing to do!” please, please, please trust that if you force them to figure out for themselves how to fill their time, their innate creativity will kick in and their imaginations will soar!

Charlene OrwinHead of Yavneh Early Learning Centre

4

בס׳׳ד

REFLECTIONS FROM YEAR 6 CAMPI liked the team challenges when we scaled the wall - Gideon F

I loved canoeing and swimming in the lake - Shira

The campfire because we learnt songs and dances from an indigenous leader - Caleb

I liked making the boomerangs - Tal N

I loved the ‘Around the World Challenge that the Sheruties made - Osha

The flying fox was really fun, I had to go up high and it was fast - Gilad J

I liked ziplining to the top of the flying fox - Orel

I liked bike riding downhill - Raph

DISCIPLINE

Getting ready for davening in the morning - Sivan

Not talking at night - Nadav

PERSISTENCE

Trying to hit the target in archery - David

I persisted to keep going on the team challenge - Ma’ayan

SACRIFICE

Not continuing to throw the boomerang I made to go and help someone - Eliana

I sacrificed my free time to make sausages for lunch - Yehonathan

HARD WORK

Getting to the top of rock climbing - Ava

Waking up early - Teagan

Yianna Pullen Head Primary General Studies

5

Hands-on activities in the outdoors stimulate all senses and facilitate learning. Children become more aware of the environment, develop outdoor skills and an appreciation for nature. Rich opportunities to develop a wide range of social skills that reinforce established relationships and develop new ones were offered throughout the week. Planned activities involved team cooperation, such as tidying the cabins, helping around meal times, team building exercises on the low ropes and personal challenges during the daily planned activities.The outdoor learning and camp provides a framework for students to experience guided, integrated learning across the curriculum in a natural environment. Students have the opportunity to gain unique and specific benefits from their interactions with the outdoors and the learning experiences. They develop a positive relationship with natural environments and learn to value and promote the sustainable use of these environments.

Camp Nillacoohtie provided our children with the opportunity to work with a variety of caring, trusted adults, that nurtured the experiential education which further developed their relationships and respect of one another. A committed group of teachers and support staff contributed greatly to a very successful camp. Reflections highlighted many positive experiences and a wonderful a sense of achievement.

…mind you, our Preps don’t need to go far to encounter the benefits of rich outdoor experiences. Learning beyond the classroom walls invites teachers to deliver a more exciting curriculum through innovative ways to enhance enthusiasm and attainment in the basic skills of maths, science and literacy. For example, last week a group gathered in the sandpit with a collection of containers of varying sizes to fill, weigh, measure and compare. This activity excited mathematical language, promoted collaboration, fruitful debate healthy and social interactions.

Yianna Pullen Head Primary General Studies

בס׳׳ד

LEARNING BEYOND THE WALLS OF THE CLASSROOMThe discussion about learning and what constitutes “good learning” is almost always couched in the context of a traditional classroom environment and yet, children are naturally drawn to and curious about the world beyond such artificial confines. The teaching approaches and learning environments within our preschools and Early Learning Centers celebrate the outdoors and encourage children to explore, be curious and be courageous. There are many advantages in harnessing this natural inherent curiosity and one means by which this is accomplished in later years is through excursions and particularly, through organized school camps.

The benefits of getting outside and engaging in spontaneous outdoor play are numerous. I have many fond memories of being allowed to go to the local park where I enjoyed the swings, loving to use all my strength to push higher and higher offering me a chance to see the world from a different perspective. My siblings and I loved the freedom we were offered to observe the open space and allow our creative imagination to whisk us away to faraway lands we visited in books.

School camps and excursions have the ability to take classroom learning and put it in the context of the ‘real world’. They offer safe, structured environments where children can, through real-life experiences, develop an understanding of themselves and the natural environment. A child’s all round physical, emotional, linguistic, cognitive and sensory development is engendered through the first-hand experiences camp can offer.

While away on camp, our children experience a sense of freedom which promotes greater resilience and autonomy. Recently, our Year 6s climbed on the bus, some of them tentatively, and headed up the Midland Highway, beyond Bonnie Doon to Camp Nillacoohtie. Beautifully situated on the lake, Nillacoohtie offered our children numerous authentic experiences that have fostered, for many, a new level of self-esteem, self-confidence and have added to the already rich collection of memories of school life. The purpose of camp is to encourage children to be active, to give them a break from being indoors, and to stimulate learning in a variety of environments challenging the conventional notion of how and where learning occurs.

Similar to our indoor learning environments, the camp site is skillfully designed to nurture creativity and independence while providing enjoyable and stimulating activities as well as free time. The camp experience acknowledges children as active and interactive learners. The vital learning process and their engagement with others in interactive activities or engagement with materials forms the dynamics for knowledge and understanding. Through active learning children are constantly changing, adjusting, and rearranging meaning and understanding of things. Learning through the camp experience takes a more holistic approach to education, encompassing leadership, risk management, problem solving and personal development.

6

בס׳׳ד

DR. SAMSON SAYS...As another busy week concludes at the College we are looking forward to welcoming our Year 7 students back from their adventure to camp. One of the aspects of wellbeing they were focusing on was understanding the power of a Growth Mindset. A growth mindset says ‘I can’t do that …yet’. It acknowledges that we don’t know everything, and we can’t always do everything right the first time. A growth mindset sometimes things take time to learn and its about our attitude and effort towards that learning that makes all the difference.

As students move from year to year throughout their schooling, carrying a growth mindset with them is very important. The learning becomes more complex, the need to be organised and independent increases and on top of all that, students are moving into a stage where autonomy come to the fore of their own needs. As parents and educators, it is important for us to nurture and model a growth mindset. The ways we can do this are fairly simple. We can use positive and encouraging language that focuses in on a young person’s efforts. We can talk about a difficult or challenging time that we faced and how we got through it. We can tell stories about how we worked towards a goal or improved a talent or skills, tracking our progress. Or, best of all, we can demonstrate how we are using a growth mindset to improve or overcome something right now. We can ask ourselves ‘What can’t I do well… yet’, and make a plan.

VALUES IN ACTION

I was privileged to attend the launch of the Roots Project for current Year 9 parents on Wednesday evening. The room was full and buzzing with parents who were curious to know what to expect. There is no doubt that this wonderful year 9 project becomes a family effort as students delve into their past. Aside from the wonderful community experience, this project sits firmly with the RIGHT way values. It Honours the past and the Traditions of the families as well as enhancing the development of Respect and Gratitude. I think it also connects our students with a deeper understanding of Integrity as they learn about the threads of their past that have brought them to this place. It is definitely a labour of love for Morah Slonim and as a College we are grateful for her commitment and efforts.

COMMUNITY SERVICE

Our Year 9s have begun their learning program around the importance of caring for others with the first workshop with Flying Fox. Shortly there will be a call out to the College Community regarding the on-going improvement of how Yavneh engages with all aspects of service to the community. We know that the major festivals such as Purim and the Yoms connect us closely to a range of events and activities. A small team here at the College, however, are looking for your input as to how to build an even stronger program for community service. Please watch this space for more details in the next few weeks.

Shabbat Shalom.

Amanda SamsonHead of Secondary School

WHAT’S ON

MONDAY

Hebrew Music Ensemble Rehearsal

Year 10 Leadership program (optional)

TUESDAY

Year 8 Kryal Castle excursion – all day

Hebrew Music Ensemble Rehearsal

Secondary Chamber Music Rehearsal

Jazz Band RehearsalMusical Rehearsal (after school)

WEDNESDAY

Senior Stage Band rehearsal

VCE Drama Excursion

Years 9 to 12 - Yochai Cohen Concert

Parent Evening – About the Hard Stuff - JCCV Youth Alcohol Program 7.30pm HaMerkaz

THURSDAY

Junior Stage Band Rehearsal

Senior Vocal Ensemble Rehearsal

Secondary Choir Rehearsal

Year 7 Immunisation

Year 9 Community Service Program Flying Fox

O’Neill School reunion visitMusical Rehearsal (after school)

VCE Drama Excursion – Yellow Wallpaper (evening)

7

בס׳׳ד

HUMANITIES AND SOCIAL SCIENCES DEPARTMENTWelcome to HASS 2019. The study of Humanities and Social Sciences at Yavneh includes the study of Jewish History, General History, Geography, Civics and Citizenship and Economics. It is not only packed with content but also with many opportunities to learn outside the classroom through experiential learning.

Rabbi Sacks in his commentary on Parashat Vayakhel discusses the place of the individual in the community. He notes that “Judaism attaches immense significance to the individual. Every life is like a universe. Each one of us, though we are all in God’s image, is different, therefore unique and irreplaceable. Yet the first time the words “not good” appear in the Torah are in the verse, “It is not good for man to be alone” (Gen. 2:18). Much of Judaism is about the shape and structure of our togetherness. It values the individual but does not endorse individualism.”

It was therefore appropriate that this we ran sessions for Year 9’s and their parents at the Jewish Museum to launch the start of the Roots project. The project starts with the individual asking, “Who am I?” and get broader as the students ask, “Who are my parents?” “Who is my family?” and finally they ask, “How is my family part of the Jewish community?” Judaism is about community, about doing things together. No matter where we come from we are connected by tradition. The Parsha starts with the greatest gift we were given, Shabbat. A day of holidays every six days. In an age where there is so much loneliness, Judaism still celebrates the togetherness. I encourage the students to start their research around the Shabbat family table and then follow the path and dig deeper into their family heritage. When putting the personal history of each family together we create the tapestry which is our community.

The students enjoyed workshops on the origins of surnames, interview skills, how to research an object. They were also privileged to walk through the History of Australian Jewry’s Gallery with a guide who took them back in time to the First Fleet and arrival of the first Jews in Australia.

The Roots Project culminates in an evening in October. I look forward to guiding our students through the process and reading the final project.

Year 7 & Year 8 have been busy investigating life in the Ancient and Medieval periods. Year 8 will be going to Kryal Castle for a fun filled day of Medieval activities.

Year 10 have started their course of Holocaust Studies. I was fortunate to spend two weeks at Yad Vashem studying in a special course designed for Jewish Teachers in Jewish Day Schools from around Australia. I look forward to sharing my knowledge with the students while using the new teaching methods I have learnt together with the new learning materials I brought back with me.

Shabbat Shalom Sonia SlonimHead of Humanities and Social Sciences

8

בס׳׳ד

FROM THE SECONDARY LIBRARYThe Book of Boy is by American author Catherine Gilbert Murdock. The year is 1350. Pestilence has cut a wide swathe through the French countryside, leaving disease and death in its wake. Boy, a sweet-natured goatherd, has seen the lady his manor fall prey to the plague and keenly feels the loss of her. She was kind to him when others teased him for the hump on his back.

But Boy is resilient and his needs are modest; away from people and their taunts, in the company of his goats he is content. That is, until the day he meets a shadowy pilgrim named Secondus. Impressed by Boy’s climbing and jumping abilities, Secondus engages Boy as a servant, engaging him in an expedition across Europe to gather relics of St Peter. Boy quickly realises the journey is not an innocent one, as they are stealing relics and accumulating enemies.

Catherine Gilbert Murdock lives in Philadelphia with her husband and two children. Catherine’s father was a chemical engineer and mother a nurse, and along with her sister novelist Elizabeth Gilbert, they grew up on a Christmas tree farm in Litchfield, Connecticut. The family lived with no neighbours and had a very old television, consequently they all read a great deal.

The Girl Who Thought Her Mother Was a Mermaid is by English/American author Tania Unsworth. Stella is the odd one out. She sleepwalks, has a terror of water, yet is obsessed by the ocean. Her mum remains the biggest mystery of all. Who was she, and why did she give Stella a necklace called ‘the world of the sea’ just before she died?

When her only friend in the world, Cam, moves house, Stella runs away. She’s determined to find out who her mother was, and who she is too. But it is only by facing her fear of the ocean that Stella will uncover the truth.

Tania Unsworth lives in Boston, USA with her husband and two sons. Tania’s father was a writer, and they travelled through Greece and Turkey until Tania was seven. The rest of her childhood was spent in England, not liking school much but loving reading.

David EastonSecondary Librarian

9

Likes: Sushi, BBQ on a Sunday Arvo footy, Carlton, Cars, Netflix, Xbox, sleeping, Shabbos Swimming, Tennis

Dislikes: Any team aside from Carlton, Motorbikes, Seaweed Packets, waking up early, Maths, writing long essays, the smell of our corridor after lunch Favourite thing about Yavneh: Multipurpose Court

Favourite School Memory: Graduation

Random Fact: I can write straight with my eyes closed

בס׳׳ד

HUMANS OF LEIBLER YAVNEH COLLEGE: Student of the Week

JAFFA FAMILY QUIZ: Theme - Guess the Theme

ISHAI’S INSPIRATIONAL QUOTE:

LAST WEEKS THEME: BONES IN THE HUMAN BODY

1) Which animal in the Chinese calendar is ascribed to the year 2007?

2) Pine, cedar, oak and mahogany are all types of what?

3) What three-word phrase starting with ‘B’ means a little bit at a time?

4) What is Mozart’s first name?

5) Beginning with ‘S’, what is another name for a scarecrow? SHOUT OUT TO HOWARD SINGER, MEIRA EPPEL AND BEN LEVIN FOR CORRECTLY GUESSING THE THEME! ** If you know the theme, come and find a Jaffa family member for a shout out in next week’s Kesher!

“Your life doesn’t get better by chance, rather it gets better by choice. So be the change you want to see in yourself”

JJ PANETH YEAR 8

10

Jewish Museum of Australia – 26 Alma Road, St Kilda. Phone 8534 3600

Golds World of Judaica – 3–13 William Street, Balaclava. Phone 03 9527 8775

UPCOMING EVENTS YPO OPEN PLANNING MEETINGMonday 4 March, 8pmMulti-Purpose Room, Elsternwick Campus 2019 PURIM SPIEL – THE HANDMAID’S TALLISSunday 31 March, 6pm at the Phoenix Theatre, ElwoodSpecial group rate $25 each, bookings via www.trybooking.com/BBBVL before Monday 4 March at 5pm

STAY CONNECTED – JOIN YAVNEH PARENTS’ ORGANISATION (YPO) ON FACEBOOK!

Don’t want to wait until the next Kesher to know what’s going on? Join the YPO Facebook group to keep up to date - search for Yavneh Parents’ Organization (YPO) next time you’re online.

Wishing everyone Shabbat Shalom,

Tali Boltin & Amanda HampelYPO Co-Chairs

בס׳׳ד

FROM THE YPO...

LEIBLER YAVNEH COLLEGE PRIVACY POLICY

Join us in supporting Emunah on Sunday 31 March at 6pm for the 2019 Purim Spiel, The Handmaid’s Tallis. For one night only (final show) we are selling tickets at a special group rate – and kids are welcome too! Visit www.trybooking.com/BBBVL , bookings close Monday 4 March at 5pm. We would also like to invite everyone to the upcoming YPO Planning Meeting on Monday 4 March at 8pm in the Multi-Purpose Room at Elsternwick Campus, where we’ll discuss ideas for 2019. Not sure if or how you can contribute? Don’t worry - just come along and listen to what’s coming up. From there it’s completely up to you.

BRIGHT STAR KIDS If you are looking to buy name labels or personalised school supplies, visit www.brightstarkids.com.au

When purchasing, make sure you click on ‘link a fundraising account’ and specify Yavneh. Bright star kids will then donate 20% of the cost of your order to the YPO!

SHOES & SOXMake sure to request a ‘Leibler Yavneh College’ School Support Voucher during your next purchase. Shoes & Sox donate $200 to the YPO for every 100 vouchers collected!

SOUPS, SALADS & SIDESFor online orders go to www.trybooking.com/XMWP. Please refer to your trybooking email post-purchase for collection and delivery information.

WHO IS SELLING SOUPS, SALADS & SIDES?

Reception at Elsternwick Campus (cash payments, $36 per book - correct change is appreciated)

ELC office at Balaclava Road Campus (cash payments, $36 per book - correct change is appreciated)

The Antique Silver Co – 253 Carlisle Street, Balaclava. Phone 9525 8480

Kosher Kingdom Food Market – 482 Glen Huntly Road, Elsternwick. Phone 9523 6019

The Shook – 817-819 Glen Huntly Road, Caulfield South. Phone 9078 5519

The Privacy Policy sets out how the College manages personal information provided to or collected by it. Personal information is defined in the Privacy Act 1988 (Cth) (‘Act’) as “information or an opinion, whether true or not, and whether recorded in a material form or not, about an identified individual, or an individual who is reasonably identifiable.” Leibler Yavneh College (the College) is bound by the Australian Privacy Principles contained in the Act. In relation to health records, the College is also bound by the Victorian Education Act and the Health Privacy Principles which are contained in the Health Records Act 2001 (Vic) (Health Records Act.)

Contact information only, may be provided to Mizrachi Organisation and its associated entities such as Kosher Australia to enable parents to maintain subscriptions or to be kept informed of their activities.

If you have any queries or concerns regarding the policy, please contact privacy@yavneh.vic.edu.au

The full policy outline appears on our website www.yavneh.vic.edu.au

David FisherHead of Administration

11

בס׳׳ד

CAREERS CORNER

National Youth Science Forum (NYSF) Current Year 11 students, with a passion for science, are reminded that the National Youth Science Forum is the only program in Australia that offers students the chance to test-drive a wide range of universities and careers in the sciences. Students learn how to make informed decisions about courses and careers in the sciences and gain a professional skill set to help them realise their potential. Applications for NYSF 2020 open Friday 1 March 2019 and close on Friday 31 May 2019. For more information about the National Youth Science Forum and the application process, visit National Youth Science Forum

Maths: Make your Career Count Students often ask where maths and statistics can take you! Are there jobs out there that use maths? By browsing Maths Careers, students will certainly find out just how many jobs use maths!

US Colleges Public Information Session EducationUSA and Scotch College will present a free Information Session with visiting U.S. college staff from the University of Delaware, Indiana University, and the University of Vermont, and students and parents are invited to attend to learn more, and to ask questions of the representative staff from these US colleges. Date: Wednesday 6 March 2019 Time: 6.00pm – 8.15pm Venue: Scotch College - James Forbes Academy, 1 Morrison Street in Hawthorn For more information, and to register, please visit US Colleges Information Session at Scotch College

12

בס׳׳ד

Inside Monash Seminar Series 2019 Get the inside story of what it’s really like to study at

Monash. You’ll hear from a current student, a past student and an academic. It’s the best 90 minutes you could spend researching your course. Bring along your parents too! The Inside Monash Seminar Series commences in late March and continues until August. These seminars provide VCE students with an insight into the courses and career options within discipline areas. The seminars are held in various locations across the Caulfield, Clayton, Peninsula, and City campuses, and seminars with the same title have the same program. All seminars commence at 6.30pm. Exact venue details are available on registration at Inside Monash Seminars DATE EVENT CAMPUS

Thursday 13 June Architecture Caulfield

Wednesday 15 May Arts and Global Studies Clayton

Wednesday 3 April Biomedical Science and Doctor of Medicine (MD) Clayton

Wednesday 15 May Biomedical Science, Radiography, Radiation Science, Nutrition Clayton

Wednesday 27 March Business Clayton

Wednesday 1 May Business Peninsula

Wednesday 26 June Business City

Tuesday 30 April Criminology Clayton

Tuesday 4 June Design Caulfield

Tuesday 21 May Education Clayton

Thursday 23 May Education Peninsula

Thursday 30 May Engineering Clayton

Wednesday 28 August Engineering Clayton

Thursday 6 June Fine Art Caulfield

Thursday 9 May Information Technology - IT and Computer Science Clayton

Wednesday 15 May Information Technology - IT Double Degrees and Internships Clayton

Thursday 29 August Information Technology - IT and Computer Science Clayton

Tuesday 30 April Law Clayton

Tuesday 7 May Media, Communication, Journalism, and PR Caulfield

Tuesday 13 August Music Clayton

Wednesday 5 June Nursing and Midwifery Peninsula

Tuesday 23 May Occupational Therapy, Physiotherapy, and Paramedicine Peninsula

Tuesday 7 May Pharmacy and Pharmaceutical Sciences Parkville

Tuesday 25 June Psychology Clayton

Wednesday 8 May Public Health and Health Science Caulfield

Thursday 4 April Science - Science Course Information & Student Experience Clayton

Thursday 16 May Science Advanced – Research, Global Challenges & Applied Science Clayton

Thursday 11 July Science - Science Careers and Industry Engagement Clayton

13

בס׳׳ד

CRIMINOLOGY – WHAT IS IT? Criminology is a social science which teaches students to critique and focus on ways of improving the Criminal Justice System. It raises questions of how we respond to crime as a society and suits students who are interested in social justice, policing, the justice system and public policy. Contrary to popular belief it is not crime scene investigation Forensic Psychology or Law

Careers options for students of Criminology are very broad and include: • Policing • Academic • Oversight Body - Anti corruption commission, consumer affairs • Prisons - Corrections • Advisors to Government • Compliance (legislation) • Loss Prevention • Working within courts • Private Security • Urban Design • Customer Service • Cyber Security

Pathways to criminology include the following subjects: • Politics, Legal Studies, Psychology, Computer Science, Media

14

בס׳׳ד

15

בס׳׳ד

16

בס׳׳ד

Water Safety Day

monash.edu/sport

During Water Safety Lessons, all students will perform simulated water survival activities to replicate real life aquatic scenarios.

A clothed swim will be included during your lesson, so it is important you wear additional clothing over your swimwear. We request goggles not to be worn during these sessions.

What to wear in your lesson:Suggested Items: - T-shirt -Shorts Items not permitted: - Jeans- Leggings - Goggles

monash.edu/sport

Under 5 years - Always keep them within arms reach. Under 10 years - Always keep them in sight,

Water Safety Day

WATER SAFETY UPDATEYear 4-6 students will finalise their swimming program with a water safety day. Their last lesson will entail simulated water survival activities where they will be required to wear old clothes over the top of their usual swimming uniform.

17

בס׳׳ד

2019 SEASON

Hockey is fun, fast, challenging & exciting, the game will test you.

We have great coaches and have teams in the Under 10, under 12, under 14 under 16’s, senior men & women teams. Join our club. Develop your skills and play a fantastic sport. If you haven’t played before we will teach you. We can provide a stick and shin pads. All you have to bring - running shoes, mouth guard, water bottle, and enthusiasm. Learn to play a great game and join a fantastic club. Come and try out.

REGISTER YOUR INTEREST NOW. Contact DANIEL maccabihockey@gmail.com

www.machockey.com.au

Juniors & Seniors 2019 Senior Training Start Feb 17th

10am Hawthorn (every Sunday) Senior Season Start 6th April

Junior Trial Days & Training March 3rd & March 10th

10am @ Hawthorn Then every Sunday and Wednesday @ Hawthorn Junior Season Starts 5th May

We are looking for Goalkeepers, Coaches and assistants so please step up and volunteer Get onto facebook and Like Maccabi Hockey Club For our latest updates.

CONTACT MACCABI HOCKEY CLUB Club Development Manager maccabihockey@gmail.com daniel@chefspantry.com.au

www.machockey.com.au

18

בס׳׳ד

Yavneh College Chess Club Term 1, 2019

Classes start Tuesday 5th February Come along and join in the fun.

New members welcome.

This year there will be two classes. Yavneh will be participating in chess interschool competitions in 2019. Much of the training will be done in the advanced group of the

chess club.

Club Times: Tuesdays 4.05 p.m. – 5.00 p.m. (Beginners/Intermediate) Tuesdays 4.10 p.m. – 5.00 p.m. (Advanced)

Venue: Secondary Library

The cost is $16.00 per lesson. The cost for 11 lessons is $176.00

**A discount will be given for siblings - every sibling after the first child will pay only $13 per lesson ($143.00)

Dates: Tuesdays 5/2 – 16/4 - 11 weeks

**Students may enrol after the first class. If enrolled after

the first lesson students do not pay for lesson/s missed.

Your registration maybe paid online at www.chessideas.com.au or

alternatively a registration form with your cheque should be handed to the chess teacher at the first lesson or mailed to Chess Ideas.

Reuven can be contacted on 9532-8370 or 0400 344 537 (any time).

........................................................................................................................................ CHESS REGISTRATION TERM 1, 2019 – Yavneh College

CLASS TIME: Tuesdays 4.05 p.m. – 5.00 p.m. NAME OF CHILD: ______________________________________________________ EMERGENCY PARENT CONTACT NUMBER: __________ SIGNATURE OF PARENT/GUARDIAN: _______________________________

Credit Card Details: ______________________ Name on Card: ______________________Value: 176.00

Card Number: _________________________________ Exp. Date: _______________ Card Type: ___________ Email Address: ______________________________________________________________________________

PAYMENTS CAN NOW BE DONE ONLINE AT: www.chessideas.com.au Please enclose your payment. Cheques should be made payable to “Chess Ideas” and handed in to the chess teacher at the first lesson or mailed to Chess Ideas. Credit card payments may also be made over the phone between 9.30 a.m. – 1.30 p.m. on Monday, Wednesday or Friday on 9532-8370.