ELULYom Tovim preparation in the ELC> p4

MIDOT CONCERTYear 3 Students shared theirthoughts on kindness and respect> p8

SIMCHAT SHABBAT CONCERTYear 1 Students showcasedtheir learning> p9

The community magazine of Leibler Yavneh College • Issue 3 2016

HOPE FORCHANGE ANDCHANGING FOR HOPE

The hard work ofTeshuva in preparationfor Rosh Hashana and

Yom Kippur, needs to be done well beforewe stand in front of the Aron Kodesh atShacharit and Musaf. Indeed, the soundingof the shofar at the beginning of Ellul, andeach day thereafter, reminds us that thehard work of introspection takes place forthe entire duration of Ellul, so that when wedo come before Hashem on the first ofTishrei, we have made inroads into theprocess of introspection and self-scrutiny.

The rabbis are quick to point out that thisperiod of preparation parallels – indeedmirrors – the period of cleaning beforePesach, when we search meticulously for allthe chametz that “pollutes” our cupboards,drawers and homes. Searching for chametzis not just a physical process, we aretaught. We are supposed to apply thatsame meticulous investigation andsearching internally, too. The chametz weremove helps us cleanse ourselves from thebitterness and arrogance that “pollutes” ourspiritual lives and prevents us from growingspiritually to the next level.

In much the same way, in readiness for RoshHashana (יום הדין) we have to adequatelyprepare by increasing our tzedaka, ourTeshuva and our acts of chessed. Moreover,we need to strategically ask those whomwe have offended in some way, forforgiveness, in order to be able to arrive onYom Hadin ready to be forgiven from

Hakadosh Baruch Hu. This is the time whenour moral choices should be placed beforeus in ever sharper focus. The Yamim Noraimare days of truth. We need to be truthfulwith each other in the first instance, butmore importantly, this is a time to be true to ourselves.

The fact that we have these days of changeis testimony to the fact that being “human”means we are imperfect. It means we arefallible: we lie; we cheat; we hurt; wejudge; we score; we spread rumours; weblaspheme; we steal; we disguise; we breakand we hurt. Each day during Ellul, thesound of the shofar is supposed to clarify thetask ahead and move us out of our moraland spiritual apathy. It is a call to action –to put the balance back into our lives.

We cannot stand before Hashem on YomHadin feeling arrogant, proud and “puffedup”. It’s especially at this time that we mustfeel vulnerable, naked and alone, just likeAdam in Gan Eden – but unlike Adam, weare expected not to hide – for where is therewhere we can hide from G-d? Hashem asksAdam Ha Rishon “איאקה?” On RoshHashana, and again on Yom Kippur, thatsame question is asked of us. Our answershould be an answer of humility andcontrition, for who is there amongst us whohas no need of heavenly forgiveness? Whois there amongst us who can afford to feelthat his relationship with G-d is perfectlyrestored? Who is there amongst us whocannot see the brokenness and tragedy of aworld gone mad – and not feel partly

responsible for it in some way?

The beauty of Judaism is that, while itaccepts the transience and the fragility oflife, it also extols the value of moral, ethicaland personal change. In fact, we gave theconcept of change to the world.

The highest level of Teshuva, called means “completion”, “fixing” and ,”טיקקאן““making whole” and “healing”. It liesbeyond the correction of sinful deeds and isreached when the change and correctionpenetrates the very essence of the sinsonce committed. In this way, the Sages tellus that Teshuva and Tikkun create thecondition in which a person’s transgressionsactually become their merits. This isachieved when we can use the knowledgeof our sins from the past and transform theminto such an extraordinary thirst for goodthat they become a divine force in our livesand in the world at large.

It is my prayerful hope this period ofreflection and introspection will help all ofus achieve a measure of Teshuva in ourlives, and by doing so, help reconnect uswith those from whom we have beenestranged. In reconnecting with ourselvesspiritually, we also reconnect with ourhistory, our people, our culture and our G-d.May this Rosh Hashana bring us a sweetjudgement and may we be blessed with ayear of health, strength and peace.

Shana Tova

Roy SteinmanCollege Principal

2

college principalFROM THE

PRIMARY ART L-R Amira Kacser, Dahlia Sion, Elise Nathan, Jake Surdut

The Midot (values)concert recentlyheld for our Year 3students wasconducted verydeliberately duringElul, a monthsynonymous with

character refinement. The concert isa beautiful experience for familymembers as they see the fruits ofmany weeks of preparation andlearning about Yavneh’s core valueof Derech Eretz.

The Midot program is only one of aplethora of related value initiativesembedded into our curriculum at alllevels and whereas the AustralianCurriculum does not mandate DerechEretz (it ought to), at Yavneh we arevery serious about ensuring ourgraduate profiles are truly unique.Thank G-d, we have an enviable trackrecord in that regard.

As a corporate executive, I am ofteninvited to participate in leadershipdevelopment forums. I don’t oftenattend, however at about the sametime as the Midot concert, I decided toparticipate in what proved to be afascinating workshop on mindfulnessrun by veteran Professor Ellen Langer ofHarvard University. Amongst her manyworks is a book called the Power ofMindful Learning in which sheemphasises the importance ofawareness of context in order to learn

effectively. Langer is in fact Jewish, andduring the workshop I reflected on thefact that Chazal (our Rabbis) werethemselves no less mindful of theimportance of mindfulness and thecriticality of using cognition to deepenour understanding of the world andhow we best contribute towards it.

My 12 year old son, Yoni, asked merecently how Tefilla (prayer) canpossibly be meaningful to a Jew whenit is repeated with such frequency.Given how much time we spend inshule at this time of year, it was a veryfair question! My answer to Yoni wasthat I tell him, his siblings and hismother, multiple times a day that I lovethem, and yet those expressions alwayshave meaning because of my deepawareness and sensitivity to theimportance each family member playsin my life. But I acknowledged thatTefilla actually needs to be studied toappreciate its complexity and itsinherent beauty and only then can anappropriate awareness accompanythe ritual process. Indeed, Chazal tell usthat people who lack understanding/awareness of what they are sayingsimply do not fulfil their obligations ofprayer. Mindless mumbling is far, farremoved from the purpose of Tefilla.

As a community, we invest aninordinate amount of resource andemotional energy into our children’seducation. With no shortage ofalternatives, we send our children toYavneh specifically because we want

our children’s relationship with theiridentity as Jews to be mindful. We wantless superficiality and more awarenessfor our children. When they walk intoShul during the Yamim Noraim andChagim we want them to have age–appropriate understanding of the richfabric of emotion, intellect and ritualassociated with what they are doing.But before they walk into shule, we wanttheir mindfulness to commence with anawareness of their own personalrelationships and related behaviours –we want them to be mindful of theimportance of the midot of Chesed(kindness), Tzedakah (charity),Rachamim (compassion), Reut (lovingfriendship) and we want them toinculcate those values into their lives sothat they can positively change thelives of those around them. I amhumbled by the examples of thesesorts of attributes that many of ourstudents so regularly and so mindfullydisplay. We have much to be proud of.

So as we welcome yet another NewYear, may it be one in which all of us,our children particularly, enhance oursense of mindfulness to add meaningto everything we do and mostimportantly, to open up our eyes withan awareness of how we can bringincredible light into the lives of thosearound us.

B’Virkat Shana Tova Umetuka,

Avi GilboaChairman

of those around usBRINGING LIGHT INTO THE LIVES

Ten Li Yavneh Issue 3 • 2016 3

the month of Elul…EARLY LEARNING CENTRE

Life isn’t about gettingand having, it’s aboutgiving and being. As Iwrite this article, wehave just moved in tothe Hebrew month ofElul where we focus ongiving tzedakah andgiving to our

community. We reflect on the year that hasbeen and focus on mending past mistakesand being better human beings. The earlierwe are able to learn and understand theimportance of treating others well andgiving of ourselves to those around us, themore opportunities we are given to evolveinto adaptable, resilient and well-meaningindividuals. Our children are spending Elulpreparing for the Chag both throughmagnificent and meaningful artwork, butmore importantly, by discussing, reflectingand channelling positive behaviour andinteractions – a lifelong lesson.

On weekday mornings during the month ofElul, we listen to the sound of the shofar. Theextreme volume of the blast peaks our

senses, serving as a daily reminder thatRosh Hashanah, the Day of Judgment, is onits way. We must focus our souls, take stockof the year, and reach deep down into our

hearts to ask for forgiveness. In each of theELC rooms, dads and grandfathers havebeen taking time out of their busyschedules to blow the shofar for all thechildren in their child’s class – what abeautiful way of combining familyinvolvement with the fulfilling of thisimportant mitzvah. We so value and

appreciate the family support and knowthat the joy and impact this brings to yourchild, will emphasise the learning andmeaning for him/her.

Songs, books, puppet shows and provokingconversation are all in a day’s play. Yourchildren have spent the year developing anextensive repertoire of all of the above tobring deeper meaning and understandingof the Jewish and secular environment inwhich they live. We have set positive andstrong foundations upon which an evenstronger superstructure can be built.

“It is not the beauty of a building youshould look at; it’s the construction of thefoundation that will stand the test of time”.

Charlene OrwinHead of the Abeles-Liberman EarlyLearning Centre incorporating The Gillian and Colin Mandel Family -Yavneh Crèche

4

Ten Li Yavneh Issue 3 • 2016 5Ten Li Yavneh Issue 3 • 2016 5

“It is important to societythat schools and teachersare clearly aware of howmuch space we leavechildren for originalthinking, without rushingto restrict it withpredetermined schemesthat define what is correct

according to a school culture. How much do wesupport children to have ideas different fromthose of other people and how we accustomthem to arguing and discussing their ideas withtheir classmates? I am quite convinced thatgreater attention to processes, rather than onlythe final product, would help us to feel greaterrespect for the independent thinking andstrategies of children and teenagers”. Vea Vecchi

The above quote by Vea Vecchi, an atelieristafrom Reggio Emila, is a favourite of mine and oneI go to when I feel myself losing patience andsight of the bigger picture. The Industrial Erabrought about the ‘factory model’ of education,a model of schooling based upon strictregimentation, lack of individuality, andcharacterised by rigid systems of seating,grouping and grading, all overseen by theauthoritarian figure of the teacher. Children weretaught en masse, teacher out the front, fountainof all knowledge with children the empty vesselspoised to be filled: how times have changed. Wehave moved away from the view of teaching astransmission and are transforming our classroomenvironment into one of collaboration wherechildren are encouraged to be activeparticipants engaging with a curriculum thatcomes alive when imbued with a culture ofthinking and learning.

Children today are recognised as very capablelearners equipped with great potential and anatural curiosity which they draw on to makesense of the world around them. Teaching thesewonderful complex beings requires from ourteachers great understanding of each of theircharges as spirited individuals in need ofnurturing. The demand on teachers is increasingas they need not only to be able to keep orderand provide useful information to students butalso to be increasingly effective in enabling adiverse group of students to learn ever morecomplex material. Ron Ritchart, (CreatingCultures of Thinking 2015), like Vecchi, stresses theimportance of the actual learning process andthe role teachers play, “in shaping a culture thatoutlines and defines the learning enterprise itselfwhile signaling the kinds of thinking necessary toits success” (Ritchart, 2015).

Professional development throughout this yearhas invited much conversation among staff about21st century learning, how children learn and

how much we learn from children by allowingourselves to stand back and occasionally watchas children engage in tasks and interactpurposefully with one another. Much discussionhas focused on exploring ways to support ouryoung learners to take responsibility for theirlearning, to question, to debate, to beresponsible risk-takers. Earlier this year I wroteabout Carol Dweck’s work on growth mindsetsand how the best gift we can give our children isto, “teach our children to love challenges, beintrigued by mistakes, enjoy effort, and keep onlearning” (Dweck, 2012).

Staff have embraced the concept of a ‘growthmindset’ and have also continued to investigateArt Costa’s Habits of Mind and healthy thinkingdispositions. The 16 habits of mind are anidentified set of problem solving, life related skillsnecessary to promote strategic reasoning,insightfulness, perseverance and creativity. As astaff, we have begun introducing each of thehabits to our children through authentic situationsthat help to equip them with a greater awarenessof themselves as learners and their thoughtprocesses in order to gain a positive outcome.We have worked particularly on understandingthe importance of effort, the ability to persevereand that mistakes play an important role inlearning. To FAIL: First Attempt In Learning.

Karen Boyes, an expert in Habits of Mind, and awinner of NZ Educator of the Year award 2014,worked with staff during our last student free daysupporting us to broaden our knowledge andfurther develop our skills. Megan Noy, anexperienced Mathematics coach, has workedwith us in the area of mathematics, supportingteachers with their planning, highlighting theimportance of shared intentions and clear,

achievable goals. Kylie Graham, a highlyexperienced educational consultant, continuesto work with staff on differentiation and tailoringprograms to cater for the individual needs of the children.

Examples of this theory being translated intoactual practice can be seen by a variety ofactivities undertaken throughout the year.

Our Year 5 teachers and children, for instance,have worked with the Port Phillip EcoCentreeducation team to design and deliver anexciting educational program for sustainabilitywith a focus on Energy. The Year 5 students haveexplored the topic of Energy, monitored howenergy is used in the school and attained skills insustainability leadership. This program wasaimed at helping young people understand andappreciate the key principles and issues ofsustainability, while also gaining the knowledgeand skills to become leaders in their community.And our Year 1s have been introduced to theprogramming and coding of robots and haveentered, for the first time, the Junior First LegoLeague Competition and we wish them everysuccess for the upcoming competition.

2016 has been another very busy year for ourteachers and our children. I look forward to2017 as we continue to work toward creatinga climate that is intellectually stimulatingfocused on promoting the development ofindividuals who can think, plan, create,question and engage independently in theprocess of learning with confidence and joy.

Yianna PullenHead of Primary, General Studies

reasoning and creativity…PROMOTING STRATEGIC

6

We can get messagesof inspiration fromeverywhere, if we areopen to it. I want toshare with you onesuch message Ireceived from noneother than the BelfastCowboy, Van Morrison.The album - It’s Too

Late to Stop Now, the song - Cyprus Avenue.

Towards the end of the song, Morrison buildsup the melody and rhythm until it ispumping, the whole band rocking in unison.And then, one by one, he begins to cut outthe instruments. First he cuts out the hornsection, then the guitars, then the drums, untilit is just the bass keeping the groove, withhim grunting along from time to time. Untilfinally both he and the bass fade out.Although there was no music playing, youcould still hear the powerful melody,because it had rocked so hard. The songhad not finished - the silence was part of it.After a little while of this silent music, a voiceyells out, “Turn it on!” To which Van replies, “It’sturned on already.” At which point, the wholeband comes back together to finish thesong with great strength. You see, Van wasguiding his audience to hear the song evenwhen no notes were being played. Themusic is always on, we just need to listen.

For me this is a powerful image to help usunderstand the mitzvah of the Shofar. Thebracha we recite before blowing the shofar is“Blessed is…the One who commanded us tolisten to the voice of the Shofar.” That’s it. Justto listen. Throughout the entire Torah, we aretaught that our connection to Hashem ispredicated upon our ability to listen, mostfamously “Shema Yisrael Hashem ElokenuHashem Echad.” Learning to listen is the mostpowerful tool in music, relationships andspirituality. We kick start the process ofTeshuva in Elul by listening to the sound of theShofar, as it wakes us up to our higher calling.However, it is not merely the sound of theshofar that connects us, it is the learning howto listen which is the true catalyst for growthand change. There is always a voice callingout to us, telling us to grow and learn and toconnect, we just need to learn how to hear it.

I think this is a valuable lesson for education,as well. We often think that educating ourchildren is about ensuring they learn theinformation needed to be professionallysuccessful in life. This is only part of thepicture - a very small part indeed. I believeeducation is about awakening within ourchildren a thirst for knowledge and wisdomso that they will seek it out wherever it maybe found. We want our children, after theyleave the cocoon of school where they haveconsistent access to knowledge, to blossom

into eternal learners. We want our children tohear the sound of the shofar, even when it isnot playing.

The idea I just communicated makes mevery grateful to have had the opportunity towork under Roy Steinman for the past fiveyears. I am first off grateful that he saw theneed for someone like me in the school andhe gave me a chance to give what I can tothis community. But it is bigger than that. MrSteinman believes in this theory of education- that it is about equipping the whole childwith the tools to be a life-long learner andservant of Hashem. Education is not aboutscores, it’s about souls. It was a true honourto work for Mr Steinman, who, on a personallevel, has given me endless support andguidance and has not only served as aneducator for the students in school, but for allthe parents and staff. I want to wish him,Carolyn and their whole family continuedsuccess being great educators for all of AmYisrael. And I would like to bless all of us withthe ability to listen deeply to the sound ofthe Shofar this Rosh Hashana, to let it guideus to always the hear the music of life, soour year ahead will be filled with muchsweetness, happiness and love.

Shana Tova UMetuka!

Rav Noam SendorCampus Rabbi

a thirst for knowledgeAWAKENING IN OUR CHILDREN

GENERATION SINAI…a unique learning experience

Ten Li Yavneh Issue 3 • 2016 7

8

This term we wereblown away by ourYear 1 students at theirSimchat ShabbatConcert and our Year3 students at theirMidot Concert.

The students razzled and dazzled on stageas their parents, grandparents and specialfriends looked on in amazement as theysang with enthusiasm, shook pompoms,played musical instruments and dancedlike no-one was watching.

During the year, our Year 1 students havebeen busy learning about Shabbat. Thechildren discussed how all the mundaneactivities of the week are put aside and onthis day, instead we light Shabbat candles,eat challah, drink wine, wear our fanciestclothes, go to Shule, eat special food, singZmirot around the Shabbat table and enjoybeing with our family and friends.

What better way to showcase all theirlearning than to share the simcha thatShabbat brings us, with you. And so the"Simchat Shabbat Concert" was born.Earlier this term our Year 1 students worked

very hard on creating their own, veryspecial, very beautiful, handmade challahcovers which were presented to them attheir concert. We hope they will treasure thiscreative piece of artwork and use it eachShabbat, with love, for many years to come.

All our guests received a special Zmirot bookfilled with the artwork of our talented Year 1students. We hope everyone enjoys using itaround their Shabbat table, singing zmirotshel Shabbat, to help bring their simchatShabbat into homes and hearts.

The Year 3 Midot Concert was a time tocelebrate everything that they have learntin their Midot classes this year. The Torahand our Chachamim have taught us aboutso many important Midot/special qualitiesor character traits that each person musthave. Each week this year the Year 3s haveexplored a Midah and how we can put itinto practise. Together they have discussedsuch important qualities of Emet/Honesty,Savlanut/Patience, Zrizut – enthusiasm andenergy for everything we do. We’ve alsodiscussed the importance of how we treatothers – with Chesed/Kindness and KibbudAv Va”eim/Respect for our parents and of course all elders. The Year 3 students learnabout the Midot through stories, Pitgamim,group discussions, acting out in role-plays and through worksheets, arts and crafts andmore.

The Midot Concert ended with a specialdance which included the lyrics - I CAN be

anything. We hope that the messagesshared through the Midot concert and thelearning which has taken place in theclassroom, will help guide you to be thebest people that you can be.

A special thank you to our Year 1 and Year 3 teachers for inspiring our studentseach and every day and preparing them sowonderfully for these milestones.

Rivka MeaseyPrimary Coordinator, Informal Jewish Education

a celebration of talent…YAVNEH SHOWCASES

Ten Li Yavneh Issue 3 • 2016 9

YEAR 1 “SIMCHAT SHABBAT CONCERT”I love Shabbat because I get to spend time with Hashem. I get to have some rest and Hashem gets to rest too.

Poppy Heatherington Year 1 A

“UNLEASH YOUR INNER INVENTOR” and“CROSS AGE PEER MENTORING”It has been a very busy and successfulcelebration of National Science Week. Abig thank you to all the co-ordinators andparticipants across the entire school. Keyevents have included:

Robotics activity for preps and selectedYear 7 “Robotics enthusiasts”

Year 1 and Year 7 aeroplane design,construction and Flight Night

Bridge building competition for Year 8

Year 9 Art Machine construction andOlympic rings challenge. Science Expowith Years 3, 4 and 6 using “Little Bits”electronic blocks.

Fluro gene transformation, Boat designcompetition and Fruity fuel cells for Year 10Science.

Year 10 “Q and A” with Professor Praweras well as Piaget’s Theory investigation withYear 2.

Mazel tov to all the Year 7 and 9 studentswho hosted Flight activities and “Little Bits”(electronic blocks) challenges. Thank youto VCE Biology students, Leah Jones andSarah Winthrope who hosted a Primarylunch time challenge to build origami DNAmodels. An extended thank you to NetanelMorris, Shane Grouber and Matthew Orwinfor designing a VR google glasses lunchtime challenge as well as hosting a Primarylunch time DNA construction task usingpipe cleaners. These programs highlightedthe social and academic benefits thatschool-based cross-age peer mentoringcan produce for both the mentee andmentor. In addition to the primarilyacademic Science focus, these activitiesdemonstrated the potential for cross-agepeer mentoring to enhance social inclusionin school environments.

Below is what Year 4A had to say about theScience Expo program with the Year 9’s.

Dahlia – we learnt how to work togetherand not do it all on our ownLila – We learnt how to make things likerobots that can draw and moveLivia – We learnt that one gear can do a lotof things, like one of them dimmed a lightHannah – If you don’t succeed the firsttime, then try again and see if things workMeira – We learnt how to put two magnetstogetherShayna – We learnt about different enginesand different gearsNadav – We learnt if you do somethingtogether, it’s a team effortShai – You can do a lot when you haveteamwork

The Science Department ran a diversity ofcompetition challenges over the course ofthe week.

The annual Flight Night was a very fun,professional and successful night for Year 1and Year 7. The Science department would

unleash your inner inventorSCIENCE WEEK @ YAVNEH

10

like to commend all students for theirenthusiasm and hard work during themodel aeroplane design project. Duringthis task, students were able to apply theirunderstanding of forces to the constructionof their planes and their modelsdemonstrated interesting elements andprinciples of design.

We would like to congratulate the followingstudents who won awards on Flight Night:Most creative plane – Year 1 HannahKnibbe and Year 7 Alon SchmidtThe longest flight distance – BenjaminLotzoff and Year 7 Gideon CherThe most accurate flight path – Year 1 MiaMeadowsThe most accurate landing – Year 7Joshua Levenzon

The winners of the Year 8 Bridge Build - 8ANathan Meier, Zac Begleiter, Joel Paluch,Shaked Gozlan and 8B Josh Kretzmer,Eliana Maron, Yasmin Goldschlager, EvaBoroda

The winners of the Year 10 PhysicsChallenge - Judah Slonim and ReuvenKramer for designing the strongest

floating boat (AKA Noah’s Ark). It wasable to support 100g.

The winners of the Year 9 Olympic ringschallenge – Talia Davis, Hannah Ostilly,Mia Singer and Noa Strum. (picturedbelow – with some lovely Year 10“models” – Amit Slonim and Elli Wymanholding the art machine poster)

The winner of the VR “In Mind” cardboardgoogle glasses challenge – Ariel Elbaum

The Science “Get it Challenge” winnersincluded: Mr Ryan Levin (Biomimicry)Leah Jones and Batya Maron (Osmosis)

The Science Department were verygrateful that Professor Steven Prawer wasso willing to give up his valuable time to joinus for Science Week. He summarised his“Bionic Eye” research successfully andrelated it to real life case studies during theWednesday morning secondary assembly.Professor Prawer is currently a major part ofAustralia’s most prestigious nationalprojects dedicated to the development of abionic eye.

His team is possibly within two years ofdeveloping an amazing device which willenable profoundly blind people to onceagain be able to recognise the faces offamily members and written material.

Later that morning he lead a forum with theYear 10 cohort. Students raised verythoughtful questions about the project thatis sure to help solve a global issue. We allbelieve that his team can achieve the sametype of success that the cochlear implanthas done for so many people over the last30 years.

A quote from Professor Graeme Clark, thecochlear implant inventor seems to parallelwhat is in the near future for the pioneeringwork for the bionic eye.

“I had much criticism and was referred toas ‘that clown Clark’ but I was determinedto persist and see it through, and I’m sopleased I did. I cannot imagine anytechnology that has had such a profoundeffect on transforming so many people’slives.”

Thank you very much for taking the time outof your day to come and talk to the Year 10class, about your recent discoveries. It wasquite fascinating to hear about the processthat you and your team went through tomake the finished product. Many studentswere inspired by your discovery, which isleading the way for us, upcoming scientists.Only time can tell what we will be able todo in the future. Asher Wiener - Year 10student

It was yet another “Blast from the Past”during Science Week with the return ofpassionate Science students such asJoseph Bloom, Libi Boroda, Alon Douek,Ariel Lebenbaum and Benji Prawer. Somespent time chatting to our current Year 10students about their Science courses atuniversity or became part of the Q and Aforum with Professor Prawer.

Lesley Malligan-Paulon behalf of the Science Department

Ten Li Yavneh Issue 3 • 2016 11

At the commencementof 2016, weimplemented ourpioneering laptop/tablet programs inYears 7 and 8.

All students in Years 7 & 8are now using the

Microsoft Surface Pro 3 as an integral partof their learning. Our Surface Pro 3program has made a substantial andpositive impact on educational delivery.The original purpose of introducing ICT(Information and CommunicationsTechnology) to students was to usetechnology to “bring the classroom into theworld and the world into the classroom”.

Technology is a fundamental componentof both education and life in the 21stCentury. State-of-the-art technology andprofessional learning equip teachers withtransformative skills and develop studentswho are innovative, independent, confidentand lifelong learners in an ever-changingdigital world.

Schools are increasingly evolvingpedagogical practices and the physicallearning environment to be more conduciveto developing 21st Century learning skills.

As schools transition to 21st Centurylearning environments, it is essential forschool leaders to revisit their pedagogiesand learning space designs, and ensurethey align with their school community (i.e. teachers, students, parents) strategicplanning and needs.

By transitioning to both a more interactivelearning space and pedagogical practice,schools are catering to 21st Century’sdemands, ensuring students & educatorsare gradually developing and growing.

This article explores various methods whichcan respond to the needs of today’slearners and educators through pedagogyand space.

We should work towards:• Recognising the need to design cost

effective, adaptable and flexible learning spaces.

• Research findings and planning behindthe change in space.

• Aligning our space design topedagogical change and schoolcommunity needs.

• Transitioning school community to 21st Century pedagogical and space demands.

• Ensuring gradual growth and sustainability with constant developing models.

We need to develop practical strategies forredesigning adaptable learningenvironments and teaching pedagogies.This should be done in consultation witheducators and architects working in cross-disciplinary teams. We should identify ourschool priorities and articulate them in theplanning process. Furthermore, we mustaim to achieve pedagogical change inthese new learning spaces. Deliveringprofessional learning support for teachers isa priority if we are to improve practice.

To facilitate this, we should understand:• How globalisation and technology has

changed education.• What the future of education looks like.• What solutions are required to face the

challenges of future learning.

Using the school’s strategic plan, we should:• Use the building design to drive

innovative thinking among teaching staff and students.

• Grow a leadership team who are involved in the evolution of this process.

• Enhance the existing professional development program for teachers.

• Ensure involvement of key stakeholders. • Generate an engaging culture through

teaching and learning methods.• Foster a strong teacher-student

relationship.• Design measures to monitor and

evaluate the success andimprovements on student outcomes and teacher satisfaction.

Until now we have focused our attention onintroducing technology in the classroom. By all accounts this has been a smooth andsuccessful implementation. This experiencehas actually allowed us to think creativelybeyond the classic classroom. Lookingforward we should extend our focus to thewhole school environment and investenergy and time planning learning spaceswhich are conducive to interactive, creativeand flexible areas. These learning spaceswill foster student collaboration and buildstrong student – teacher relationshipsresulting in better outcomes for the entireschool community.

Renee DabscheckDeputy Principal, Curriculum, Teaching and Learning

a fundamental part of educationTECHNOLOGY…

12

in leadershipA LESSON

Ten Li Yavneh Issue 3 • 2016 13

Much like the fact that education is a topic of fascination not just for teachers, so too leadership is a compelling subject, not just for managers.Leadership, likeeducation, is a part of

every person’s life. We are all called upon tolead – be it in our families, friends, workplacesor communities. We are challenged to be partof the solution: thinking, initiating and creating.For this reason, when one comes across a trulyremarkable leader, there are myriad lessonswhich can be gleaned from them by everyperson, in every facet of life. I have beenprivileged to work under one such toweringleader, Mr Roy Steinman. A tremendouslyaccomplished individual, Roy is a livingexample of the qualities of good leadershipand it is in even the slightest details that hismastery is evident.

One small dose of wisdom, which I gleanedfrom Roy this year, was his advice to me when Iwas attempting to solve an issue that hadcome up in my capacity as nascent Head ofJewish Studies. Having proposed a solution tothe problem before Roy, he considered it for amoment before responding “never jeopardisesomething which is working in order to correctsomething which is not working.” It was asoundbite of leadership advice which I

followed and it ultimately proved itself true.

Upon reflection, I believe it was this wisdomwhich our greatest monarch, King David,intended when he wrote (תהלים לד טו) טוב ועשה מרע סור - turn from evil and do good(Tehillim 34:15). One cannot do good if onehasn’t first turned away from evil. If one has notyet fully consolidated their own identity and isstill struggling with the evil within, one cannotyet embark on the process of doing good andcorrecting the brokenness outside of oneself.

Particularly in the realm of Jewish education,this wisdom is paramount. To raise studentswho are confident and proud of their ownidentity and knowledgeable in Torah, it iscritical that they are given a safe space inwhich they can explore their heritage. Toheave them into adulthood too soon, andforce upon young students the responsibility ofgrappling with that which needs correctingbefore they have matured, risks compromisingtheir identity and causing a miscalibration oftheir moral compass. Roy, in his 30 years asprincipal thus far, ten years of which he stoodat the helm of Yavneh, has emulatedleadership at its very best. Most significantly inhis attitude of putting students first, neverjeopardising their growth even for the sake ofcorrecting that which is not yet working.

Rabbi Chaim CowenHead of Jewish Studies, Secondary

Year 11 Leadership Seminar

YEAR 5 CAMP

14

כל המצוות כנגד שקולה צדקה

YAVNEH FOUNDATION

Ten Li Yavneh Issue 3 • 2016 15

Tzedaka is of equalweight to all the Mitzvot(Bava Batra 9.)

It gives me greatpleasure to advise ofthe following majorcontributions to ourschool. Oldcollegians, parents,

grandparents and community membersin partnership with the College havehelped us dramatically improve thefacilities at the College. The continuedgrowth of the Yavneh Foundation has seenthe transformation of the College throughnew initiatives, projects, naming rightopportunities and the establishment ofinnovative programs.

THE LAMM HALLOn behalf of the Yavneh family, we expressour heartfelt appreciation to the Lammfamily for the remarkable financial pledgethat has culminated in the naming of theCollege Hall.

Rafi Lamm, alumnus (1994) and his familyshare a longstanding and meaningfulrelationship with the College and have adeep appreciation for the indelible impactYavneh has had on the lives and Jewishcommitment of so many childrenthroughout Melbourne’s Jewish community.Commenting on behalf of the family, Rafiemphasised that the donation is inrecognition of the “excellent Jewish andsecular education” that he and his siblingsDavid and Kara received throughout theirexperience at Yavneh. “We are particularlyproud to see another generation of theLamm family experience the YavnehDifference”.

The Lamm family has a proud history ofleadership in various roles across Mizrachi,Yavneh and the broader Jewish community.We wish the Lamm family Mazal Tov on thismagnificent dedication.

PREP AND YEAR 1 CENTREOur gratitude goes to the NossbaumFamilies together with Marion and DavidSlonim, whose major donation willunderpin the exciting forthcoming majorrefurbishment of the new Prep and Year 1Centre.

The Leibler Yavneh journey at theElsternwick campus commences in the Prepand Year 1 Centre where the sound ofyoung voices can be heard and where thecharacters of our children are shaped.These beautiful modern classrooms willprovide the ideal environment to harness

our children’s imagination and enable theirinquiry-based learning to flourish.

THE REICH PRIMARY STAFF CENTREWe acknowledge and express gratitude toKathy Franks for her generosity in fundingthe refurbishment and naming of “TheReich Primary Staff Centre” in honour ofKathy’s late parents, Irene and LeopoldReich z”l. Irene and Leopold, grandparentsof Mark and Karen Franks, Gabrielle andAlain Bloch and great grandparents of Kivi,Ariella, Yona and Asher Franks and Gila,Ellie, Ariel and Zac Bloch.

Kathy noted that she “feels blessed to beable to support Jewish continuity andauthentic religious educationalexperiences in the best environment ourcommunity’s children can dream of. Afterthe terrors of the Shoah it brings meimmense joy to see Jewish childrenflourishing in the unique Yavnehenvironment”. Kathy and her familymembers are longstanding supporters ofour College and epitomize the value ofTzedaka that is such a central tenet ofYavneh’s educational ethos.

THE JEANNE PRATT INSTRUMENTAL MUSIC PROGRAMWe acknowledge and express thanks toThe Pratt Foundation for its generousdonation in funding Yavneh’s PrimaryMusical Instrumental Program. The PrimarySchool instrumental program will strengthenour children’s music learning experience intheir early years to consolidate thisimportant aspect of our co-curricularprogram.

We are privileged to be able toacknowledge this contribution in honour ofJeanne Pratt’s 80th birthday and are thrilledto announce the naming of “The JeannePratt Instrumental Music Program”.

These very significant donations reflectthe incredible generosity of ourcommitted benefactors, their convictionin Yavneh’s unwavering devotion to avision of Jewish continuity, and theirconfidence in the College’s impressivetrack record of consistently producingfine graduates committed to Am Israel,Eretz Israel and Torat Israel.

For more information on giving opportunities and the Yavneh Foundation, please contactTanya Shaltiel, Executive Director - YavnehFoundation, foundation@yavneh.vic.edu.au or 9528 4911

Please inform us

of any changes

to your contact

information and of any alumni

who have received special

Awards. If we have overlooked

your Simcha, please contact us

so that we can include it in the

next issue of Ten Li Yavneh.

Please update and be in touch

by emailing:

alumni@yavneh.vic.edu.au

Print Post Approved PP 32911 3/00002EditorsDavid Fisher, Zoe Goodhardt

Design and ProductionSharon KolskiUnique Designs & Concepts

Be iNTouch

SCIENCE WEEKThe whole College got intothe swing of things> p10

LEADERSHIPA dose of wisdom> p13

REUNIONClass of 2006 reunite> p16

BIRTHS•Ruth & Danny ’96 Akoka, Nina Rose•Lauren & Daniel ’94 Cohen, Asher•Monique (nee Tempelhof) ’00 & Jonny Katz, Lielle Zelda•Rachel & Daniel ’99 Kraus, Amiel•Alana (nee Herz) ’06 & Ariel Hersh, Benji•Michelle ’04 & Daniel Buchanek, Asher•Melanie & Mark Blashki ’96, Gracie Charlotte•Ilana (nee Kornhauser) ’06 & Paul Perlich ’01, Isabella•Simone & David ’94 Fleischmann, Archer•Shira & Shmuli ’99 Wenig, Yishai•Sarit & Daniel Braver ’05, Avia Carmella•Naomi (nee Lissek) ’03 & Will Feutrill, Harrison•Tanya & Gabriel ’03 Tugendhaft, Tuvia•Rebecca Brygel ’94 & Tsachi Moshinsky, Sophia Noam

•Shoshi Borowski ’01 & Ariel Menashe, YehonatanChananya and Eitan Yisrael

•Yael Brygel ’01 & Ilan Bloch, Amayla and EvyatarENGAGEMENTS•Alissa Rubin ’08 to Robbie Goldman•Den Lissauer ’08 to Mark Montag•Shifi Elmakeas to Joel Bierenkrant ’06•Ricky New to Marc Levin ’10•Marni Chaskiel ’10 to Benjy Levy•Dani Ptasznik to Sam Bruce ’04MARRIAGES•Leia Wachsstock to Aron Rubin ’06•Aliza Shira Labbe to Rafi Lamm ’94•Ora Landmann ’02 to Guy Davidson ALIYAH•Davi Weinstein ’15

Published byLEIBLER YAVNEH COLLEGEA MizrAchi EducAtionAl institution

2 Nagle AvenueElsternwick, Victoria 3185

Connect with us www.yavneh.vic.edu.au

www.facebook.com/LeiblerYavnehCollege

www.youtube.com(search Leibler Yavneh College)

T (+ 61 3) 9528 4911F (+ 61 3) 9523 7621

Graduating Year of 2006 celebrate their10 YEAR REUNION

ALUMNI UPDATE