1

Reflecting on this semester takes us to a time – seemingly eons ago – at the beginning of 2020. We began the school year with

a school-wide theme of השתדלות – inspiring our students to take initiative, step-up and be the engines of their learning. Our aim

to foster student agency and independence was clear. Never did we expect that COVID-19 would affect our lives so deeply and

then our call for Hishtadlut became even more profound with students managing their learning on their devices, managing their

timetable and day at home while still being engaged in learning.

Now back on campus, Hishtadlut returns to its previous format. Students have relished the time to spend with their peers and this

initiative was displayed fantastically over the past week when House/Spirit Captains organised the Gate of Origin Footy matches.

Played over lunchtimes, both Girl and Boy teams in Junior and Senior Divisions battled out – ‘back gate’ vs ‘front gate’. The spirit

and enjoyment of all students to have regular school events like these has been fantastic.

Students in Years 10 and 11 have been busy exploring subject selections and making choices about their studies for Semester

Two. Year 10 students have been meeting with Elena Martin – Careers Practitioner to map out their VCE pathways and explore the

subjects that Yavneh has on offer. Being proactive in their research by accessing our Curriculum Guide with videos created by our

Heads of Department and VCE Subject Teachers has helped them form a picture of what studies they would like to pursue. This is

an important step in their development as they start to envisage their growth into adulthood.

Year 7 Students have begun exploring how they can be independent and responsible in their

use of the Internet and social media by beginning the eSafety Commissioner’s eSmart Digital

License cyber-safety course which covers topics such as protecting privacy, social networking

and gaming, relationships and reputations among others. This course gives them the tools to

enjoy the positive side of technology while understanding their responsibilities as consumers,

citizens and peers.

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 9 t h J U N E 2 0 2 0 - 2 7 t h S I V A N 5 7 8 0

בס׳׳ד

ANNOUNCEMENTSMAZAL TOVS:

To the Junger family on Gilad’s Bar Mitzvah.

May your family continue to have Nachat from your family.

CONDOLENCES:

To the Krigsman family on the passing of Mr Percy Goldberg z’l.

May your family know no more sorrow.

DATES FOR YOUR DIARY

JUNE

Fri 26 End of Term 2

JULY

Tue14 First Day Term 3

CANDLE LIGHTING: Parshat Shelach

Light Candles: 4:49pmShabbat Ends: 5:52pm

HISHTADLUT – AIMING HIGH – BACK ON CAMPUS!

AVIGAIL WONDER, Head of Secondary

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בס׳׳ד

CONTINUED

Notice what is right not what is wrong!

Parshat Shelach recounts the story of the Spies who entered the land of Eretz Yisrael, who disagreed with each other on their

account of what they saw in Eretz Yisrael.

Calev and Yehoshua saw the land in positive terms, because they had a “good eye” towards the land, and they spoke of the

praises of the land of Eretz Yisrael. The other Spies, however, gave an opposite report. They spoke of a dangerous “land which

consumes its inhabitants”.

Chazal revealed that as the spies were scouring the land, Hashem made a miracle for them so that the Canaanites should not see

them, by placing the rulers of Canaan throughout the cities. Through this, the Canaanites were distracted, and they did not see

the spies. The Spies, however, interpreted what they saw as a frightening sight, a “land that consumes its inhabitants.”

Let us examine the phases of the Power of Sight – From Child to Adult

The soul’s power of sight begins in a child, as soon as Hashem opens our eyes, and in the first phase of the power of sight, a

person simply sees whatever he sees. At this immature level, a person does not think at all about what he sees. A child has no

access yet to his intellectual thinking abilities, for the most part. It sees whatever it sees, but without understanding anything about

what it sees.

Eventually, when getting older, the child plays games, and then the child understands the world as a game. The child seeks to

have fun, to play, and this is how it sees the world – one big situation of having fun. That is how it sees reality.

When getting older, it begins to understand that life is not about food or games, but that there is a certain system, the way things

are, which require thinking. The child sees that to get what you want; you need to be able to think and understand. It sees that a

deeper world beyond food, games and fun. And it will see the world according to what he desires and wishes. At the age where

the child begins to mature, some of these desires are good, and some are bad.

We too when we notice all the good points of or children and spouses, we will be giving them positive encouragement. However,

when we delve on their bad points, we get into confrontation, strife and disconnect. Its in our own hands what we want to see in

them, and this could change our whole relationship when we notice what is right than rather what is wrong.

WEEKLY DVAR TORAH - PARSHAT SHELACH

RABBI YOSSI FROMER, Secondary Jewish Studies Teacher

All our students have also adapted to new Tefillah format where

each year level davens in a separate location. Our students

are rostered on to be Chazzanim and Baalei Kriah and some

students have taken on responsibilities for giving over Divrei

Torah or ‘Thoughts for the Day’ at the conclusion of Tefillah.

We look forward to the coming semester filled with more

opportunities for growth and learning.

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בס׳׳ד

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

Uniform Shop orders have to be made via flexischools at present. Orders are processed and packed on Monday and Wednesdays and delivered to the office.

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

UNIFORM SHOP HOURS:

**ORDERS DELIVERED TO CLASSROOMS**

Monday 7:30am - 9:30amWednesday 7:30am - 10:30am

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.

THANK YOU!!

DAVID FISHER, Head of Administration

We extend a heartfelt thank you to the PSG volunteers who on

a daily basis provide additional support in ensuring the safety

of our students and staff.

Parent volunteers willingly take on shifts during all kinds of

weather and at busy times of the day.

These unsung “heroes” are special individuals and we are sure

that our parent body appreciates the efforts that are made for

our Yavneh Family.

If you would like to join with us as part of the PSG team, please

contact Maxine Goldman via the College.

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בס׳׳ד

Children speak with more than just words. They express

themselves in drawing, playing, laughing, crying, and simply

moving.

In our early learning setting, we work hard at interpreting this

unspoken language of our young learners in order to calm or

reassure the child who is upset; to laugh along with children

who are playing; to dance with our little rockers and to read

to our young ones who are in need of a quiet one on one

moment. Children’s actions are not disruptions to our otherwise

planned experiences, but rather we look for meaning behind

behaviours such as fidgeting or moving around during story

time or group time.

We always keep in mind that any goal we have for an activity is

a learning objective, not a teaching objective. In other words,

what’s most important is what children take from an activity,

not the knowledge we impart. If children sit quietly while we

read a book, we do not know if all the children listened to the

book. In fact, the child who bounces up and down during an

exciting plot twist is probably the one most focused on the

book. Children don’t just listen with their ears. They show their

understanding through whole body movements.

Understanding these movements is what guides us in the

creche or pre-school room.

Children don’t have the same ability to filter their emotions

as adults, so they tend to wear their feelings on their sleeve.

Children are very easy to figure out when they like or dislike

something. Facial expressions typically give away what a child

is thinking or feeling. Catching facial expressions and asking

the right questions provides us with a way to understand more

deeply what our children are thinking or feeling.

One of the most common nonverbal communications

in children is gestures. Gestures can be anything that

incorporates a movement of the body and signifies a message.

Some children shrug their shoulders, throw their hands

up in the air or storm off with heavy feet to show they are

angry or upset. Gestures are typically paired up with verbal

communication, but they don’t have to be. Each child is

different, so it is important that we, as educators, spend time

with a child to further understand their gestures and meanings.

Recognizing and understanding the nonverbal communication

in children is crucial to parent, teach or guide them. Children

speak their own language through these various cues and

CHILDREN SPEAK WITH MORE THAN JUST WORDSCHARLENE ORWIN, Head of Yavneh Early Learning Centre

gestures. Learning what they are and how to understand them

is one of the most important aspects in understanding children

and meeting these needs is what our ELC environment is all

about.

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בס׳׳ד

Year 3 students have been studying Parshat Vayera, Perek Yud

Chet In Sefer Bereishit, where Avraham welcomes the three

visitors (actually Melachim) into his tent while recuperating from

his Brit Milah.

We have been focusing on the way in which the the Chumash

teaches us the mitzvot of Bikur Cholim (visiting the sick) and

Hachnassat Orchim (welcoming guests). The mitzvah of

Bikur Cholim is revealed through Rashi’s commentary on the

way Hashem appears to Avraham after his Brit Milah. Hashem

visits Avraham and makes him feel better. We spoke about the

importance of performing this mitzvah and that we learn this

from Hashem, even Hashem does this mitzvah! We discussed

how visiting a person can help them feel better and the different

things we can do to try to make a person feel better when we

visit them. It was wonderful sharing ideas with each other and

receiving new ideas for the next time we fulfill this important

mitzvah!

The way to perform the mitzvah of Hachnassat Orchim is

illustrated through Avraham’s actions when welcoming visitors

to his tent. We see his great desire and enthusiasm (Zerizut)

in every step of the way he performs the mitzvah. He runs after

his visitors to invite them when he sees they are hesitant about

approaching him. Avraham considers the visitors’ immediate

needs and is sensitive to them without imposing on them.

He also tries hard to involve others (Sarah and Yishmael)

in performing the mitzvah. Avraham leads by example and

teaches them how to perform this mitzvah in the best way

possible.

Finally, Avraham teaches us a very important lesson as to how

we should perform mitzvot in general: we should speak little

about the mitzvot we intend to do but do a lot when fulfilling

them! When Avraham welcomes his visitors, he offers a little

water and bread but then serves a whole meal. From his

actions, we learn, as quoted in Pirkei Avot (1:15), “Say little, but

do a lot!” Actions speak louder than words!

When opportunities arise for performing mitzvot come our

way, we should do them right away, with sensitivity and in a

very humble way without making a big deal. For as the rabbis

teach us in Pirkei Avot (4:2), “Schar mitzvah, mitzvah,” the true

reward for doing a mitzvah is the wonderful feeling of fulfillment

we receive by doing them and bringing joy to Hashem and

others. May we all follow in the footsteps of our forefather

Avraham and always fulfill Hashem’s mitzvot with enthusiasm!

YEAR 3 JEWISH STUDIES - AVRAHAM AVINU IN ACTION!MICHELLE SHARP, Primary Jewish Studies Teacher

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בס׳׳ד

Year 3 students have been exploring and experimenting with persuasive writing. Students have been learning how to structure a

persuasive piece and what techniques they can use to convince the reader. These techniques include using emotive language

and rhetorical questions. Enjoy reading two responses on the topic of, “Remote learning is better than school.”

REMOTE LEARNING IS BETTER THAN SCHOOLMELANIE ADELIST AND CLAUDIA BENAU, Primary General Studies Teacher

I am certain that remote learning is better than school because it is quieter, you get help from your mum and dad and you don’t

have to wear school uniform. Wouldn’t it be nice to wake up, put on your favourite clothes, walk five steps to a quiet room and get

help straight away? Children definitely do better with remote learning than at school.

It is much easier to learn in a quiet room. Where would you concentrate better, in a room alone or a classroom with 18 other

children? I feel more relaxed and do best when other people are not distracting me. Less noise is just one reason that remote

learning is better than school.

You get help first during remote learning. At school waiting for the teacher can waste a lot of learning time but at home your mum

and dad can help you straight away. This means you waste less time at home, and you can get more work done. Children learn

more during remote learning than at school.

Do you want to look like everyone else or show your personality? At school you have to wear a uniform but during remote learning

you can wear whatever you like. School uniform can be itchy. Your own clothes are comfortable. Being itchy can distract you from

learning. It is more fun to wear something different every day than always wearing the same thing. Remote learning is definitely

more comfortable and fun than school.

My writing proves that remote learning is obviously better than school.

How would you feel if you were stuck at home learning without a teacher? I strongly disagree that remote learning is better than

classroom learning. I have three main reasons for this. One -the teacher is there, two-there’s little noise in the classroom and

three- you have friends with you.

My first reason is that it is better to have a teacher in the classroom with you. For example, when the teacher is in the classroom

with you, she can help and correct your work.

My second reason is that in the classroom it is quieter because the teacher tells the class to be quiet. However, when I’m at home

I have a two-year-old brother. He makes a lot of noise and my mum can’t tell him to be quiet because he is only two. I’m saying

that it might be too loud at home. It is easier to concentrate and learn at school because there are less distractions and noise.

My third reason is that when you are at school you have friends that you can play with and you have fun. However, when you are

at home you don’t have any friends. If you’re an only child and your parents are working, who are you going to play with? You

have more friends at school.

In conclusion, I’m telling you that school learning is better than home learning because the teacher is there, there’s less noise and

you have you friends. I’m excited for Covid-19 to end!

STUDENT RESPONSENOAH GOLDBERG, Year 3A

STUDENT RESPONSEODELIA TRIEGER, Year 3B

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בס׳׳ד

Multiple sessions, led by a group of volunteers from an organization called Flying Fox,

educated our year 9 cohort on multiple topics from disability to inclusion. These sessions

were highly insightful as they made us reflect on how we may treat those with special

needs and what we can do in order to make the world a friendlier and more accessible

place for everyone.

One idea that really stuck with me was the effect of language when referring to

someone with special needs, as we should use ‘people-first language’. By referring to

someone as “The autistic kid named Jimmy”, you are defining them by their disability.

This can be incredibly dangerous and can give them a sense of hopelessness and

worthlessness. Rather use the name first, “The kid Jimmy, who has autism.”

Additionally, another idea is the way in which the environment greatly affects our

inclusiveness. Let me explain, no-one would think twice when they step up into a shop

to buy some groceries. However, someone in a wheelchair is limited by this ostensibly

non-existent hurdle.

Flying Fox is a truly wonderful youth run organization and the workshops helped us

think about the way we view disability and inclusion.

Recently, there has been an uprising around the globe, concerning the rights of black people, following the abhorrent murder

of George Floyd. In response to this, Yavneh decided to provide its students the necessary information in order to form our own

opinions.

Our first session regarding this was last Friday. We started off by watching a presentation by Ms Richards about the history of

blacks and slavery in America as well as the history of Aboriginals and Torres Strait Islanders in Australia. It went into depth about

the treatment of the black people while they were enslaved and why the term terra-nullius was so offensive to Indigenous people.

After this, Rebbetzin Ahuva guided us through a source sheet to provide a Jewish insight on this issue and gave us time to

discuss it among ourselves. The first source, from Bereshit, was “and G-d created man in His image, in the image of G-d He

created him; male and female He created them.” This set the tone for the discussion that everyone is created individually by

God and we are all equal in His eyes, regardless of gender or race. Another source was from the Mishnah Sanhedrin which, in

part, stated “the Holy Blessed One, has stamped every human with the seal of the first man, yet not one of them are like another.

Therefore, everyone must say, ‘for my sake was the world created.’” This suggests that even though everyone comes from

Adam and Chava, everyone is individual and should therefore believe that the world was created for them because everyone will

experience life and the world differently.

We then went through the story of Kayin and Hevel. In summary, Kayin is angry and kills his brother, Hevel, and Hashem gives

Kayin the chance to tell the truth about his actions but Kayin denies that he killed him. From this, Rabbi Jonathan Sacks teaches

the importance of conversation. Kayin and Hevel did not talk before the killing. They stopped speaking and their words failed.

Kayin was too angry to verbalise his feelings and as we can see by what happened next, when words fail, violence begins.

Overall, it was a very informative session that was well needed in order to prepare us to form our own opinions on this issue

and teach us the importance of conversation when big debates are surrounding us. It is imperative that we, as Jews, look at the

current situation from a Jewish perspective and apply Torah wisdom in navigating its complexities.

YEAR 9 'YOU' PROGRAM

GILAD GOODMAN, Year 9

FRIDAY ASSEMBLY

AMIRA KACSER, Year 10

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בס׳׳ד

During the voluntary BatMe session on Teams we had recently,

we learnt about the Shunamite women. We learnt about the

comparison of the Shunamite women to Sara Imeinu. We

had the session run by Yaffa, Ms Ginzburg and guest speaker

Yasmin Schwarz. There were lots of important messages I took

from the session. At the start we played a name game, and we

discussed about the importance of our names and how names

represent ourselves and is what we are known for. We did a

comparison from the Pesukim about the Shunamite women to

Sara’s life and what they had in common. We also looked at

the major events of Sara’s life. The session was really fun and

enjoyable to listen to. It was very engaging and I’m excited for

the next session.

AFTERSCHOOL BATME SESSION

ELIANA SHALTIEL, Year 7

Take Notice – Appreciating the things around you (big or small)

With the return of all our students on campus, we have taken time to really notice and appreciate

the sounds of students in the halls, teachers talking in classrooms, laughter and excitement

on the playground and everyday chit chat between staff and students. While these small

experiences may seem ordinary, we have come to realise how important they are in contributing

to the overall atmosphere and culture of the College.

By paying close attention to the present moment, our thoughts, feelings and the world around

us, we have been able to notice and savour these moments, creating a greater sense of joy and

enhanced wellbeing.

Zooming out to have a global lens, we have also witnessed the impact that the reduction of our

carbon footprint has had on our environment and where, for example, the Himalayas now can be

seen from many parts in India for the first time in over 30 years. All over the world these types of

events have been noticed, captured and appreciated.

This week will we focus on taking notice which will be the last of our Five Ways to Wellbeing

(Connect, Be Active, Take Notice, Keep Learning and Give). Our wellbeing and mood can be

greatly enhanced when we use attention to increase our awareness, concentration and focus

on the current moment and task at hand. These are skills that can also give us greater creativity,

accuracy, and productivity.

Becoming more aware of the present moment means noticing the sights, smells, sounds and tastes that we’re experiencing,

as well as the thoughts and feelings that occur from one moment to the next. It’s about reconnecting with the world around us,

appreciating the little things and savouring the moment.

The term mindfulness is often used to refer to the practice of paying attention in a particular way: on purpose, in the present

moment and non-judgmentally. It involves paying close attention to whatever you are doing in the present moment - breathing,

5 WAYS TO WELLBEING CONT.ADELE RIBNICK & SHANTAL LOURIE, Psychological & Counselling Services Department

9

בס׳׳ד

CONTINUED

eating, brushing your teeth, feeling your feet on the ground and smelling the air if you’re outside taking a walk. Mindfulness can

be achieved through meditation and can also be achieved by paying close attention to daily activities.

Being mindful isn’t always easy.

1. Mind wondering 2. Forgetting to practice 3. Not enough time/too busy 4. Sounds as Distractions

5. The conditions are not right.

MAKING MINDFULNESS A HABIT

Mindfulness has become an effective therapeutic tool that can play a significant role in managing difficult thoughts and feelings. It

can help people to step back and look at their thoughts as just a thought, as opposed to a reality which in turn, allows people to

have a little distance and not necessarily engage in that thought and get agitated about it.

The month of June is ‘Mindful Month’ with Smiling Mind – a free app that provides a month-long movement to help people start

fostering a routine to proactively practice mindfulness and improve their overall wellbeing. Check out the following link to join the

Mindful Month Movement and start practicing some mindfulness exercises:

https://info.smilingmind.com.au/mindful-month-registration

It can also be helpful to remember that most of the benefits of taking notice and practicing mindfulness can be achieved just by

sitting quietly for even five to ten minutes a day, paying attention to your breathing and noticing the thoughts and feelings you

experience.

Some examples of small things that you can do each day to help you take notice are:

1. Keep a beautiful object near your desk

2. Plan to look up at the night sky

3. Notice signs of the season changing

4. Sit quietly in a garden or park

5. Listen to your favourite music

6. Take a break from digital devices

7. Single-task – do one thing at a time

8. Practise Gratitude

Create a Gratitude Tree – write on the leaves each day something that you’ve noticed and been

grateful for. Something the whole family can do and practise.

If you wish, try using the Joyful June calendar as a guide.

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בס׳׳ד

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

•

Kids Helpline

• Kids 5-12; Teens 13-17, Young Adults 18-25

• 1800 55 1800 https://kidshelpline.com.au

Reach Out • https://au.reachout.com

Headspace

• https://headspace.org.au • Online counselling 12-25 years:

https://headspace.org.au/eheadspace/

Beyond Blue

• 1300 22 4636 • https://www.beyondblue.org.au

Butterfly Foundation

• 1800 33 4673 • https://thebutterflyfoundation.org.au

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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בס׳׳ד

Lifeline

• 13 11 14 • https://www.lifeline.org.au

Mensline Australia

• 1300 78 99 78 • https://mensline.org.au

Suicide Call Back Service • 1300 659 467 • https://www.suicidecallbackservice.org.au

SANE Australia

• 1800 1872 63 • https://www.sane.org

1800Resepct

• 1800 737 732 • https://www.1800respect.org.au

In this week’s BatMe lesson, the girls started exploring the

character of Sarah Immenu. This week they learned the story

of Sarah and Hagar through a court room drama exercise.

They first debated the facts of the “case” in a mock trial

fashion. The “case” was called Samantha v. Helga, the true

identities of the characters was only revealed later. After the

big reveal, we did a close reading of the story in the text, and

the court presented various “rulings”, otherwise known as

the writings of great Rabbinic exegetes Rashi, Ramban, and

Radak. Below is the post-trial interview with Helga aka Hadar

aka Shiraz Anidam

What happened on Tuesday when you walked into the

BatMe class?

I was expecting to sit at a table and learn, but when we walked

in, the classroom was set up like a courtroom and there was

the Law and Order theme song playing in the background. We

were given the case of Helga versus Samantha, who turned out

to be Hagar and Sarah.

BATME SESSION

AHUVA TSYKIN, Head of Jewish LIfe

What was the experience of playing Helga/Hagar like?

I was surprised, I didn’t know what I was signing up for, but it

was very fun. I learned a lot about Sarah and Avraham and

what they did.

Where you surprised when the true identities of Helga and

Samantha were revealed?

A little, but I had a feeling that a BatMe class would be

connected to the Torah somehow.

What exactly did you learn?

I learned parts of the story that I didn’t know. And I learned

about Jewish Heroes. They are not perfect; everyone always

makes mistakes and it helps them to be a leader in the future.

What are your final thoughts?

It was a lot more fun than the regular classes and I learned a lot

more than I thought I would.

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FROM THE SECONDARY LIBRARY

DAVID EASTON, Secondary Librarian

Growing Up African in Australia is edited by Melbourne author Maxine Beneba Clarke. This

anthology consists of a mixture of experienced and emerging writers giving perspectives

on what it means to grow up in Australia. The writers come from a number of backgrounds

including Brazilian, Guyanese, Ghanaian, Somalian, Sudanese and Zimbabwean. The collection

explores migratory experiences, rarely shying away from the realities of racism both overt and

covert.

Maxine Beneba Clarke is an Afro-Caribbean Australian writer and poet. Maxine is the author of

six books, including the Indie award-winning short fiction collection Foreign Soil (2014), and

critically acclaimed memoir The Hate Race (2016), which is currently being adapted to Australian

stage.

Dig is by American author A.S King. There are five teenagers that have something in common,

but they have no idea what it is, although it seems to have something to do with potatoes. These

five teenagers are lost in the Hemming’s family’s maze of tangled secrets.

Only a generation removed from being simple potato farmers, Gottfried and Marla Hemmings

managed to trade digging spuds for developing subdivisions, and now sit on top of a seven

figure bank account, which they have declined to pass onto their adult children or teenage

grandchildren.

A.S King (Amy Sarig King) has been called “one of the best young adult writers working today”

by the New York Times book review. She is a faculty member of the Writing for Children and

Young Adults MFA Program at Vermont College of Fine Arts. She spends many months of the

year travelling the country speaking to high school and university students. After a decade

living in Ireland, she now lives in Pennsylvania.

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Second hand uniform stock – current as at 17 June 2020

Sport T-shirt - $15 Size 4x2 6x2 8x4 10x3 12x4 XXL x1 Sport shorts - $15 6x2 Sport tracksuit pants and jacket (old style) OBSOLETE Sports Jumper (new style) - $35 1x16 (but shrunk to about size 14) Sports pants (new style) - $25 – NONE Sport skirt - $10 Size 6x2 8x2 10x2 12x1 Sx1, 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 10x2, 12x2 14x2 vests - $20) 18x1 20x2, 22x2 Winter jackets/coat $15 Size 8x3, 10x1, 12x6 and 14x3 Bags $25 Small (prim school) – x7 Large (secondary school) –x3 (older/lighter) Hats - $5 (6 available) Reading folder - $5 To purchase message Hayley Jaffe via Facebook Messenger or 0409 138 949

Girls summer dress - $20 Size 4Cx1 (short) 6x1 & 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 10x2 20x1 Girls winter tunic - $25 Size 4x2 6x1 (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) 12x3 18x5 (& 1 with extra elastic) 32x2, 34x1 & 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) 12x5, 14x1 ($10 as marks) Sx2 and XXLx2 Boys Trousers - $20 4x2 8x1 (& 8x2 unhemmed) 10x6 & 12x3 18x3, 20x1 30x1 (clip to be sewn), 34x1, 36x2 38x3, 40x2

14

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)

v4-15.6

15

בס׳׳ד

16

בס׳׳ד

FIRST PRIZE WINNER HAS A1 IN 200 CHANCE OF WINNING

$250,000ALTERNATIVE

VALUED AT $26,000

1.25CT DIAMOND SET IN WHITE GOLD ONA WHITE GOLD CHAIN

Conditions apply, See www.hatzolah.org.au/tcs. Open to VIC res. Ends: 5pm AEST or last mail 30/6/20.Draws: 12pm AEST 8/7/20 at 320 Orrong Rd, Caulfi eld North VIC 3161. Winners at www.hatzolah.org.au on 16/07/20.*Value as at 30/04/2020

50 GRAM FINE GOLD BAR

BUSHRANGER EBIKE PACKAGE

PREPAID VISA CARD

KOSHER WINE PACKAGE

ANTIQUE SILVER CO VOUCHER

PARTY BAZAAR VOUCHER

SMITH AND NOBEL DIGITAL GLASS KETTLE

1ST PRIZE

2ND PRIZE

3RD PRIZE

VALUED AT $4,295*

VALUED AT $2,800

PRELOADED WITH $500

VALUED AT $250

VALUED AT $200

VALUED AT $100

VALUED AT $90

FIRST PRIZE WINNER HAS A