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L E I B L E R Y A V N E H C O L L E G E W E E K LY N E W S L E T T E R | 2 3 r d O C T O B E R 2 0 2 0 - 5 t h C H E S H V A N 5 7 8 1

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ANNOUNCEMENTS

MAZAL TOVS:

To the Grinberg families on Jade’s Bat Mitzvah.

To the Fell family on Meirav’s Bat Mitzvah.

To the Shapiro family on the birth of a granddaughter.

May you continue to have Nachus from your families.

CONDOLENCES:

To the Paneth family on the passing of Mr Michael Herman z’l

To the Geller & Lurie families on the passing of Mr Semeon Geller z’l

To Denise Brown on the passing of her mother, Mrs Isobel Murphy z’l.

May your families know no more sorrow.

And Noah began to be a master of the soil, and he planted a vineyard. And he drank of the wine and became drunk, and he

uncovered himself within his tent. (Bereishit 9:20-21)

It is with this act that Noach’s legacy takes a tragic turn. Once the ark hits dry land and he emerges into a changed world, the first

thing Noach does, the Torah tells us, is plant a vineyard and get drunk. Something unclear but untoward happens between him

and his son Cham in a tent. Noach’s name is further sullied. We don’t know what to do with him. Was he righteous, or not? Who

was he really?

This end to Noach’s story, while disappointing, is also deeply human. Here we have a man who comes out of the ark to find a very

damp but also depressing world. Instead of seeing hope and potential, he seems to remember what was and is no more. The

memories of the drowned haunt him. And, like so many human beings since that moment, in response, he turns to the drink. He

is not simply running away; he is soothing an unbearable pain. Noach is a traumatised man.

Dr. Gabor Maté is a Canadian physician with a specialty in addiction, specifically exploring the deep connection between trauma

and addictive behaviours. In his book In the Realm of Hungry Ghosts: Close Encounters with Addiction, he writes that “Not all

addictions are rooted in abuse or trauma, but I do believe they can all be traced to painful

experience. A hurt is at the centre of all addictive behaviours. It is present in the gambler,

the Internet addict, the compulsive shopper and the workaholic. The wound may not be as

deep and the ache not as excruciating, and it may even be entirely hidden—but it’s there.”

Maté learned first-hand how trauma can also be inherited, understanding some of his own

psychological quirks and neuroses to be directly related to his upbringing as a young Jewish

child in Nazi-occupied Hungary, even if he was not directly aware of the horrors around him.

While Mate’s work is not without its significant controversy and opposition, I find it to be a

fascinating entry point to explore our own behaviour as individuals and as a society.

THE TORAH OF TRAUMA - MOVING FORWARD AFTER LOSSRAV NOAM SENDOR, Informal Educator and Jewish Studies Teacher

DATES FOR YOUR DIARY

OCTOBER

Mon 26 Year 8 & 9 return to campus

School Photos Prep - Year 12

Fri 30 VCE - Last day of school

CANDLE LIGHTING: Parshat Noach

Light Candles: 7:28pmShabbat Ends: 8:28pm

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One of Maté’s theories is that societies and cultures can also be collectively traumatised, and we internalise this pain

unconsciously and unwillingly. This gives way to the rampant materialism and addictive-behaviour that stands at the core of 21st

century Western Civilisation. There is a silent pain that is present, which we collectively seek to quiet by buying new shirts we

are convinced that we need to be happy and by staring into our phones and TVs with little control because of the blue-screen

dopamine coursing through our veins every time we open up Facebook or Instagram. These are broad strokes, but as we emerge

from this long lock-down and face the wide-ranging impact of the COVID-19 pandemic, these are the sorts of ideas we must

contemplate.

Whatever your personal view on COVID-19 may be, we can all agree that a mental health crisis is firmly afoot. In truth, this crisis

has always been here. It is built into our society. We live with unparalleled wealth and quality of life here in Melbourne, but rates

of depression, pre-COVID, were skyrocketing, especially among children. Now, with COVID, the great accelerator of all global

crises, we have no choice but to face this head on. We were all addicted to phones before this whole thing, myself included, but

now, after 6 months at home- I want you to think about your personal screen time, and, more importantly, your children’s. With

regularity I check my children’s devices (given begrudgingly, as tightly controlled as I can) to see what is happening on their

chats. The number of primary children (I won’t say what year-levels, but you can imagine) who are texting at hours that even

I should be asleep is alarming. And I say this not with judgement, but rather with understanding of the exhausting challenges

parents face and the addictive qualities of technology. A global trauma and the manifold pain it has wrought, will only serve to

exacerbate this escapist behaviour, for us and our children, and we must face it now with courage and awareness.

While Noach retreats into the bottle at the end of his life, the story does not end there. Not long after Noach, emerges another

man, who hears and accepts the Divine call to heal the world by spreading God-consciousness. Just when things seem to

fall apart, Avraham steps up and takes the first steps of his journey. The Torah, and our collective history, tells us that there is

always hope. This is at the core of everything we believe. In fact, as people of faith, we recognise this as a Truth with a capital

T. If we believe in God and a higher purpose, we know that amidst the darkness a powerful light is materialising and taking

form. Just as Avraham stepped forward, so too, we must do the same and believe in the possibility of healing and redemption.

A possible source for the searing pain that pushes humanity into addictive behaviours is a wide-spread sense of nihilism and

purposelessness. Dogmatically materialistic Western education has failed to provide humanity with a lasting sense of its own

worth and value or convince anyone to care about anything but themselves. Deep down, we know this to be false, and it tears us

apart.

The story of Avraham, the story of the Torah, is the antidote to this pain. Our very existence is proof that we have a purpose.

We are all, in a sense, being called by Hashem to spread God-consciousness in the world, just like Avraham. But it starts with

us, it starts within. I said above that COVID is the great accelerator of global crises. It is. The varied challenges, whether social,

economic or environmental, we thought we had ten or fifteen years to face are now on our doorstep. But maybe this global

pandemic can accelerate the process of personal introspection and redemption, as well. Maybe it can serve as the catalyst

that will push us all forward into a higher mode of awareness, with the deep understanding that what we were doing before, as

individuals and as a people, was just not working.

In this Parsha, Noach retreats from trauma into addiction, but the stage is being set for someone else to face the issues of the

world head on simply by taking a step forward in his personal journey. For the sake of our children, for the sake of the world, let

us, too, take that next step forward, towards health, happiness and redemption, may it come this year.

Shabbat Shalom.

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Uniform Shop orders have to be made via flexischools at present. Orders are processed delivered. Uniform exchanges are made by leaving the goods in a name bag at the guardhouse at Elsternwick Campus

SECOND HAND UNIFORMS The YPO Second Hand Uniform Shop welcomes your donations of pre-loved uniforms in good condition. All proceeds from sales support our Yavneh children 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.

Join over 350 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 secondhand books but you are welcome to buy, swap and sell them via the Facebook page.

UNIFORM SHOP NEWS

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

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

ALIYAH HONOUR BOARD

Vay’mach et kol hayikum… And He blotted וימח את–כל–היקום

out every being which was upon the face of the earth from man

to beast, to creeping things and to the birds of the heaven, and

they were blotted out from the earth; and Noach only remained

alive, and they that were with him in the Ark’.

In his 1974 parsha sermon my grandfather, Rabbi Tobias

Silberman O”H, reflected on this passage. He argued that the

cause and effect of the Flood was an ongoing phenomenon

which continues to be played out throughout the ages. The

people then were corrupt, their lives dictated by violence - and

throughout the ages even to today, corruption and violence are

rife.

How can we, the Jewish people, counter these forces? He

suggests that we remember Noach and his family. Noach built

an Ark for himself and his family, and this Ark was his home.

Outside their Ark ruled injustice, lawlessness, when the world

turned into a jungle and was covered in darkness. Yet in the

Ark there was light and purity.

Rashi, commenting on the word ‘צהר zohar… a window

you shall make into the Ark’, explains the opinion that while

pitch black clouds denied the penetrating sunrays outside,

a precious stone illuminated the Ark inside. This light, this

WEEKLY DVAR TORAH - PARSHAT NOACH

MIRIAM SEGAL, Co- Head of Year 7 and Secondary Jewish Studies Teacher

precious jewel inside the Jewish home, has never disappeared.

It is the Torah, its mitzvot, the sanctity and purity of family life,

the holiness of the Shabbat and the joy of the Festivals. That

is what has shielded us from these dangerous and negative

external influences around us. This light represents the values

we seek to imbue in our students. And our Ark is our home. It

is these values that sustain and nourish us.

My grandfather also discussed how in the time of Noach the

waters covered the whole earth, and our rabbis tell us the

land of Israel was immune from the Flood: that in fact the olive

branch that the dove brought back to Noach came from the

land of Israel. The land of Israel was an Ark. When the world

was covered in darkness then, Israel supplied the olive which

lights up in the cleanest and clearest way. Today, with its

agricultural, scientific and medical advances, Israel continues

to bring light and brightness into the world.

How fortunate are we are to have Israel, our Ark, and to merit

the blessings of being able to create our own individual Arks in

our own homes, inspired and guided by Torah and Mitzvot.

Shabbat Shalom

mailto:hayley@wilcorehealth.com.auhttps://www.facebook.com/groups/yavnehuniform/https://www.facebook.com/groups/yavnehuniform/mailto:l.pilalis%40yavneh.vic.edu.au?subject=

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BOOK WEEK + FOOTY FEVERCHARLENE ORWIN, Head of Yavneh Early Learning Centre

This week was one of great excitement. In Kinder we celebrated book week on Thursday by dressing up as our favourite book

character. The photo’s speak for themselves.

In our creche, Thursday was all about “Footy Fever” with our young children celebrating their favourite footy team.

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We have just entered the Hebrew month of Cheshvan, also

known as Mar Cheshvan. In class, the students learnt that Mar

has three meanings one of which is water. During this month,

we daven to Hashem for the blessing of water and rain so our

crops in Israel can grow. As part of the primary school Yavneh

Spoonville, we decided to connect the Grade five and six

spoon ‘people’ to the theme of water. The students had lots of

fun being creative and made gorgeous designs. Some of our

students have shared what they experienced and learnt below.

On Tuesday, this week the whole of primary made a Spoonville.

Every year level got an assigned topic that has got to do with

Mar-Cheshvan. Mar has three meanings: Bitter, Mister and

Water in Aramaic. Year Five's topic was rain. What we had to

do was find different materials at home like wool, string, cotton

wool etc. Then we got wooden spoons and coloured them and

decorated them for cold weather. We used different materials to

do with rain. Another reason we got the assigned rain topic is

because we start asking for rain in Shmoneh Esrei.

Gali Shaltiel

We have recently learnt about the month of Cheshvan.

Cheshvan is also known as Mar Cheshvan and it has no

chagim in it. On Tuesday we made a spoon village and each

person in primary made their own spoon person. We made

it because in Aramaic, Mar means water and we are learning

about rain and dew. We really enjoyed this activity and can’t

wait to see our spoons around the school.

Amity Paluch, Emilie Bierenkrant

All of primary have been busy making and decorating spoons

for their spoonville. A spoonville is many spoons decorated

and placed in the ground with your name on it. We all made

amazing spoons because we have just entered the month

of Cheshvan and everyone is praying for rain in Israel. They

are praying for rain because it is winter in Israel and Israel

needs rain in the planting season. So go and make your very

own fantastic spoonvill in your garden and ask your family to

contribute to it!

Lily Fleischmann and Rebecca Rozen

In class we made spoon people my person is wearing a yellow

rain jacket and hat. It is connected to מר חשון because we pray

for rain so I made a rain jacket.

Poppy Heatherington

CELEBRATING THE MONTH OF MAR CHESHVAN PNINA LANDAU, Primary Jewish Studies Teacher

In JS we have been learning about rain and dew. We learnt

about how the month of cheshvan is connected to rain because

they need it in Israel. The teachers had the amazing idea to get

us to make spoonville and so year six connected our spoon

people to rain and dew.

Jessica Levin

The meaning of Mar means Water, Bitter and Mister. Our JS

teacher told us that we are going to do an activity about the

month of Cheshvan. We are making a rain theme Spoonville.

She told us that we need to bring stuff for our spoons but the

teachers brought stuff too. I brought a lot of stuff so lots of

people used my things. The teachers also brought the spoons.

It was so much fun! We created a beautiful village.

Sari Segman and Mia Meadows

7Emilie Bierenkrant, Year 6 Meirav Fell, Year 6

Maytal Almagor, Year 6

Jessica Levin and Amity Paluch, Year 6

WELCOME BACK TO THE PRIMARY ART ROOMSAMARA ADAMSON-PINCZEWSKI, Primary Art Teacher

During remote learning, the Year 3 students embarked on a research project to investigate an artist of their choice. They

discovered a multitude of facts and made wonderful attempts at replicating a piece of art from their chosen artists. The results

were remarkable, and they should be congratulated on their effort and persistence.

YEAR 3 ART PROJECTSNATALIE ACKERFELD, Primary General Studies Teacher

Jared Herman, Year 3A

Jacob Zilberman, Year 3B

Sara David, Year 3A

Linda Raleigh, Year 3B

Evie Teleki, Year 3B

Sarah Liberman, Year 3B

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BATME UPDATESIVAN TRIEGER, Year 7

BARME UPDATEOSHA RUBENSTEIN SLESENGER, Year 7

For our BatMe Program, we are learning about different

Jewish female role models. This weeks’ session was about

a woman named Ruth Bader Ginsburg, an associate justice

of the Supreme Court who made a huge impact on the lives

of women. The lesson was a lot of fun, we walked into the

room to find that we were the audience of a talk show. There

were actors who were playing the part of the host and Ruth

Bader Ginsburg. At the start of the show, the host asked the

audience a few questions, such as if anyone wants to become

a lawyer when they’re older and if we think that women should

have equal rights. During the talk show, Ruth Bader Ginsburg was asked a lot of questions about what inspired her to stand up

for women and how she connected to her Jewish identity. We learnt a quote she had in her lawyer office which was: “Justice,

Justice you shall persue”, which in Hebrew is צדק צדק תרדף. We learnt different meanings of this phrase, such as Nachmanides

understanding that Moshe repeated the word צדק to show that not only the judges need to pursue righteousness, but also the

ordinary citizen. We also looked at Rabbeinu Bahya’s interpretation that we must be righteous in our speech and our actions. The

lesson was a lot of fun, it was engaging, and we also did some group work to learn about her life as a Jewish woman.

On Tuesday, I and the rest of the Year 7 boys had the pleasure of being taught by Rabbi Gutnick on what it means to be a Sofer

Stam. We learnt about what is inside the Tefillin, how they are made and what they are made of. We were shown the skill it takes

to be a Sofer Stam as you cannot make any mistakes at all. Later, we got shown the biggest mezuzah in Australia which is 70cm

tall! Towards the end of the lesson we all got to take turns to write our names on parchment paper like a real Sofer. By doing

this I really understood how difficult it was as you can easily make one mistake. This was a really amazing experience for us

upcoming/already Barmitzvah boys, as due to isolation, we haven’t been able to partake in the process of becoming a Barmizvah.

Community, davening, leining and feeling accomplished is something we’ve only been able to experience this year through the

BarMe program. Especially in this session did I feel truly connected.

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YEAR 7 RETURN TO SCHOOLOREL MORRIS, Year 7

TUCKSHOP – PAYMENT OPTIONS REMINDERDAVID FISHER, Head of Administration

Year 7 had a session where we got put into small groups with a teacher, and we were told we needed to make a paper chatterbox.

In the chatter box we put the colours and the numbers inside like you normally did when you made a chatterbox and the we got

asked to pick a number and answer the question that compares with the number we pick.

Here are some of the questions we got asked:

• Do you have questions about the return to school?

• What do you wish we could do in Term 4 to cap off this crazy year?

• What do your teachers need to know about your experience?

• What were the best parts of remote learning?

• What did you learn about yourself/your teachers/school during Remote Learning?

• Do you have questions for others/teachers?

• How can we help you in Term 4 with returning to school?

We talked about some of the answers and opinions we had about the questions and discussed the differences. I found this lesson

really fun and got to understand more about what others did to entertain themselves in lockdown and how if they got the chance,

they would change things around.

We are excited that our tuckshop now takes EFTPOS payments. Please do not send cash with your child as we are

unable to take cash payments. Ordering via flexischools (www.flexischools.com.au) or paying electronically assist us

maintain a COVID-19 safe environment.

DARE MATHS CLUB: PROBLEM OF THE WEEK #6RICHARD KOCH, Head of Maths and Secondary Teacher

ANYONE can take part! Great to discuss over Shabbat dinner!

Submit your carefully explained answers by email to Mr Koch

before 9am Wednesday each week.

r.koch@yavneh.vic.edu.au

I will respond to each of you!

Then I will set up a Teams meeting for all who submitted to

discuss the solutions and any interesting insights!

[DARE cannot run in the normal F2F way at present so here is a new

opportunity!]

http://www.flexischools.com.au

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When you consider the advantages of team sports, the chances are your first thoughts will have

to do with the benefits of physical exercise. While it’s true that regular activity is essential in

maintaining a healthy lifestyle, research has also shown that participating in exercise and sports

may help enhance the mind alongside the body.

Here are just some of the skills that young people can access through regular physical activity

and team sports.

Improved Academic Performance

Studies frequently demonstrate the positive impact that playing sport can have on academic achievement. Largely, this is because

of the positive influence that fitness can have on emotional development. For instance, physical exercise leads to short-term

relaxation throughout the body, accompanied by enhanced creativity, improved mood, better memory, and concentration, and

even maximized problem-solving skills. This collection of psychological benefits often results in higher grades.

Less Stress and Better Moods

For a burst of relaxation and happiness, few things are more effective than exercise. Physical activity stimulates chemicals in the

brain that help people to feel happier and more relaxed. Combine those results with the emotional responses that come from

team sports and you have a comprehensive experience that allows young people to unwind and engage in satisfying challenges

at the same time. Being physically active in sports provides a distraction from daily stressors and negative thought patterns. At the

same time, exercise reduces the levels of cortisol and adrenaline in your body, stimulating the production of endorphins so you

feel happier and less anxious.

Feedback

Sports can provide instant feedback about how effective a choice was. A student who is committed and comes to practice instead

of making excuses, playing video games (not that this is all bad) will improve faster, than one who doesn’t put in the effort.

Although this is also true of studying and academic performance, the gap between this decision and mid and end of year reports

is often too long for a younger student to make a meaningful connection. By contrast, hard work on Monday at footy/soccer/

basketball practice can lead to scoring more points at the next match.

Coaching Influence

A PE teacher /or coach can have a powerful influence on a student's life. During practice, a PE teacher is in a position to

demonstrate the value of continued focus, delayed gratification and vigorous effort even when it's hard. In competition, the student

can see in real time the positive results of following PE teacher’s instructions. In his book "The Art of Empowering Children," coach

and teacher John Graybeal notes that this effect is even stronger if the PE teacher directly discusses discipline in addition to the

object lesson from the sport itself.

Learn Important Values

Team sports support social interaction and encourage individuals to think with a team perspective. Playing a sport as part of a

team requires persistence, patience, and practice — all of which can translate into important life lessons. What’s more, working

with other team members teaches accountability, forcing young people to take responsibility for their own mistakes. This is an

important lesson to learn in life, as being able to accept failure and learn from it is one of the most crucial steps toward success.

Playing Sports Promotes Positive Development

It’s clear that the hard work and determination that goes into learning and playing a team sport teaches young people the value of

crucial concepts such as cooperation, socialization, and leadership. In a sports scenario, students can simply put their differences

aside and cooperate for the greater good of the team. At the same time, the act of playing sports as a team encourages

THE LINK BETWEEN POSITIVE MENTAL ATTRIBUTES AND SPORTADELE RIBNICK & SHANTAL LOURIE, Psychological & Counselling Services Department

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The Short and Long of It

In the short term, exercise leads to a state of relaxation which

lasts up to two hours. This is accompanied by improved

concentration, enhanced creativity and memory, better task

performance and problem solving, and improved mood state.

The longer term reveals benefits in competence, character,

increased self-confidence and self-image, relief of frustration,

reduced aggression, and decreased anxiety and depression.

Because of this, it’s evident that the various facets of playing

sports, from the discipline of training to the balance provided

by teamwork, provides lifelong skills for students.

Now what about watching Sport – specifically the AFL

Grand Final this weekend?

It is not as intense as playing, but it can feel pretty close. So on

that note (or out of tune footy song) enjoy the Grand Final.

And for those who may watch other supporting codes – go!

Reference: Jordalen, G.: Development of Excellence in Young

Norwegian Athletes: The Interaction Between Motivation and Self-

Regulation. Doctoral study at The Norwegian School of Sports

Sciences, 2017. (1)

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socialization, helping students to form deeper bonds with their

peers over a shared passion.

Discipline versus Motivation

Discipline is one of the most effective tools people can use to

reach their goals. Sports provides a vivid demonstration of how

applying will and discipline during practice can help a student

reach their goals in competition. The concept of ‘teaching by

transference’ is a valuable teaching tool. In this case, students

who see discipline's roles in achieving their athletic goals, are

more likely to apply discipline to other goals. One problem

with students' performance at schoolwork or chores is simple

motivation. It's difficult to work on cleaning a room or studying

for a test when a child can't see the immediate benefit of the

work. Sports, because of the vivid and often immediate rewards

of pushing hard, teaches the value of discipline.

In a study by Jordalen (2017) on World Championship and

Olympic medal winners as well as winter sports athletes aged

16-20 competing at national level in Norway, explored ‘What

was most important during their development - motivation or

self-discipline? And, what was the interaction between the two

factors?’ According to her findings, how motivated they were

would determine their level of self-discipline during periods

longer than ten weeks. In shorter periods of up to five weeks,

self-discipline trumped motivation. To conclude: In the short

term, athletes need to be very disciplined to stay motivated.

When they begin to experience success as a result of their

discipline (practice) both intrinsic and extrinsic motivational

factors kick in. In the long term, being motivated makes it easier

to remain disciplined. (1)

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

Adele Ribnick Psychologist (Monday – Friday)

2020 Years Prep, 2, 4, 6, 8, 10 and 12 a.ribnick@yavneh.vic.edu.au

Shantal (Shanty) Lourie Counselling Psychologist (Monday – Wednesday)

2020 Years 1, 3, 5, 7, 9 and 11 s.lourie@yavneh.vic.edu.au

Leibler Yavneh College Pastoral Care Team

Counselling and Psychological Services Department

https://www.nih.no/forskning/prosjekter/forskningsprosjekter-ved-nih/development-of-excellence-in-young-norwegian-athletes/https://www.nih.no/forskning/prosjekter/forskningsprosjekter-ved-nih/development-of-excellence-in-young-norwegian-athletes/https://www.nih.no/forskning/prosjekter/forskningsprosjekter-ved-nih/development-of-excellence-in-young-norwegian-athletes/https://www.nih.no/forskning/prosjekter/forskningsprosjekter-ved-nih/development-of-excellence-in-young-norwegian-athletes/mailto:a.ribnick%40yavneh.vic.edu.au?subject=mailto:s.lourie%40yavneh.vic.edu.au?subject=

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Other Support Services

Kids Helpline

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

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

Headspace

https://headspace.org.au

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

Reach Out

https://au.reachout.com

SANE Australia

1800 1872 63 https://www.sane.org

1800Resepct

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

Beyond Blue

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

Butterfly Foundation

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

Lifeline

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

Mensline Australia

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

Mensline Australia

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

Miriam Segal Co-Head of Year 7 and Secondary Teacher

Deanne Segman Co-Head of Years 11 & 12 and Secondary Teacher

Elena Martin Careers Practitioner and Co-Head of Years 11 & 12

Danny Gold Head of Year 10 and Secondary Jewish Studies Teacher

Tamara Allen Head of Year 9 and Secondary Teacher

Shelley Engel Head of Year 8 and Secondary Teacher

Dawn MacGregor Co-Head of Year 7 and Secondary Teacher

Head of Years (Secondary)

Hailey Joubert Head of Primary School H.Joubert@yavneh.vic.edu.au

Avigail Wonder Head of Secondary School a.wonder@yavneh.vic.edu.au

Head of School

https://kidshelpline.com.au https://headspace.org.auhttps://headspace.org.au/eheadspace/https://headspace.org.au/eheadspace/https://au.reachout.comhttps://www.sane.org https://www.1800respect.org.au https://www.1800respect.org.au https://www.beyondblue.org.auhttps://www.beyondblue.org.auhttps://thebutterflyfoundation.org.auhttps://thebutterflyfoundation.org.auhttps://www.lifeline.org.auhttps://mensline.org.auhttps://mensline.org.aumailto:H.Joubert%40yavneh.vic.edu.au?subject=mailto:a.wonder%40yavneh.vic.edu.au?subject=

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FROM THE SECONDARY LIBRARY

DAVID EASTON, Secondary Librarian

The Goldfields Girl is by Western Australian author Elaine Forrestal. It’s 1892. Amid the fevered

gold rush, fourteen-year-old Clara Saunders is in search of adventure in the new outback town

of Coolgardie. A friendship with a cheeky young water carter Jack is a promising start, but the

goldfields are a harsh place, where water is scarce, disease is common and where many men

will never find the fortune they’ve come to seek.

With unforeseen tragedies on the horizon, Clara’s time in the dusty town will truly test the limits

of her fierceness and determination.

Elaine Forrestal grew up in a country town and her mother encouraged her to be involved in arts

as participants, not just viewers. Music was always part of their lives, as was drawing, craftwork,

books and writing. By the time she completed year 10, Elaine could see no sense in staying at

school.

Within a few years she was married with two young children and living in a country town

again. But it was the experience of watching her children grow and develop that sparked a

passion, she then became a pre-school teacher and author.

Worse Things is by Western Australian author Sally Murphy. The setting is a country town where

three kids’ lives are not always as they seem. Blake has always been mad on footy but when he

badly breaks his arm, he needs to find meaning in his life another way.

Jolene is brilliant at hockey, a sport her mum loves. Jolene, not so much. Both of her parents are

doctors, and she is seen as spoilt, but she misses her dad, who is always off saving people in

third world countries. Amed is a refugee and is new to the school, but he is finding it impossible

to fit in, mainly due to his difficulties communicating in English.

On the surface it seems they have nothing in common, except sport.

Sally Murphy lives in south west Western Australia and is author of over 40 books. Sally is a

mother of six, she has a Doctorate in Creative Writing and is a qualified and experienced

teacher, having taught all ages from pre-school to university level.

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Likes: American Sports, AFL, food, Judaism, backboard footy, The Western Bulldogs, The Brisbane Lions, Homeroom presentations with Rav Danny, Bnei, The Bear, long hair, the new IOS update, the Yavneh hats, Summer, how even though the grand final isn’t in Victoria we still get a day off, the smell of the hand sanitiser, FaceTime.

Dislikes: When people give you too many Mazel Tovs for your leining, the Rona, the new snapchat update, masks, how you can't use the chat function

on teams anymore, when someone kicks the footy over the fence, Melbourne weather, Richmond, the portable sevs, the little strip of concrete between the actual grass and the back court, among us, school, soccer.

If you were principal for a day, what would you do: Bring back covid normal: lunchtime footy with no masks.

Unique fact about yourself:I wear the Yavneh hat during lunchtime.

Favourite thing to do during lockdown: Netflix.

HUMANS OF LEIBLER YAVNEH COLLEGE: Student of the Week

ZAC MAIDENBERGYEAR 10

SZKOLNIK SIBLING QUIZ: Theme - Guess the ThemeLast week’s theme: Among us

No one guessed it :(

JUDE'S JOKESWHAT LIGHTS UP A SOCCER STADIUM?A soccer match.

THE NUMBER 19 AND 20 GOT INTO A FIGHT.21.

ELAD AND JAKES TOP WAYS TO CONTINUE THIS SEGMENT:1. Pray to the Rebbe

2. Talk to the school board

3. Pay lots of money

4. Become the editors

5. Reuse the past 3 years’

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Second hand uniform stock – current as at 22 October 2020

Sport T-shirt - $15 Size 4x3 6x5 8x1 10x2 12x6 14x2 Mx1 and XXL x1 Sport shorts - $15 6x2 Sports Jumper (new style) - $35 – NONE 12x1 Sports pants (new style) - $25 – NONE Sport skirt - $10 Size 2x1 6x2 8x1 10x3 Mx2 and NEW 10x1, Mx2,Lx3 Sports Leggings - $5 6x1, 8x6, 10x1, 12x1 XLx1 Navy Tights - $3 Size 6-8 x3 Bike shorts - $5 4x1, 6x2, 8x2, 10x1 & 14x3 (NEW) Jumpers - $25/$30 (size/condition) 7x1, 9x1 10x9, 12x8 14x5 (and 2 vests - $10) 16x2 18x5 (and 1 vest - $10) 20x4, 22x2 Winter jackets/coat $15 Size 6x2, 8x3, 10x1, 12x6 and 14x2 Bags $25 Small (prim school) – x8 Large (secondary school) –x4 (3 older/lighter) Hats - $5 (5 available) Reading folders - $5 To purchase message Hayley Jaffe via Facebook Messenger or 0409 138 949

Girls summer dress - $20 Size 4Cx6 (1 is short & 1 is unhemmed) 6Cx3 8Cx7 (1 is unhemmed) Girls long sleeve shirts - $15 Size 4x16 6x14 8x9 10x3 & 12x2 AND Senior (with logo) - $20 8x2 & 10x1 12x4, 14x3 & 20x1 Girls winter tunic - $25 Size 4x5 6x5(1 is unhemmed) 8x2 10sx3 (1 is unhemmed) 14x1 Girls winter skirt - $25 Size 22x1 (shortened) Boys summer shorts - $15 Size 3x1, 1x7 (NEXT brand) 8x3 (not school brand) 10x5 (& 2 not school brand), 12x3 18x5, 32x4, 34x2 & 36x4 Boys summer shirt - $15 Size 4x3 8x1, 10x9 Sx9 Boys winter (long sleeve) shirts - $15 Size 3x4, 4x2, 6x1 10x4, 12x3, Sx3 Mx2 Lx2 XXLx2 Boys Trousers - $20 4x2, 7x1 (NEXT brand) 8x5 (& 1 unhemmed – plus 1 not school brand) 10x7 & 12x5 (& 12x1 unhemmed) 14x2, 18x2, 20x1 30x1 (clip to be sewn), 34x1, 36x2 38x3, 40x2

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When you receieve the flyer with your child’s unique code . . .

Follow these 3 easy steps -

There is no need to return any forms or payment to school before photo day

Unique Image Codes will be issued to all students on or after photo day

Arthur Reed Photos Pty. Ltd.A.B.N 48 528 494 590

(03) 5243 4390customerservice@arphotos.com.au

School Photos 2020 - Important Information

School Photographs will be taken at

Leibler Yavneh College

Monday 26th October, 2020

1 2Grab your phone and go to order.arphotos.com.au Enter the unique 2020 image code for your child (6 character code) Fill in your mobile number and email address* Do this for each of your children at this school3

CAN’T GO ONLINE? - CONTACT YOUR SCHOOL FOR AN ORDER FORM If you are not able to register online but would still like to order school photos, please contact your school and request an order form. CASH orders can only be accepted up until photo day.

• Order on any mobile device • Share the images with family & friends for FREE• Create a photo package with any layout + YOUR choice of images • Digital Downloads

That’s it! You’ll receive an email and/or SMS when 2020 images are ready to view in our secure webshopRegistration is required each year to link student images for the current year with your contact details.

*This information will only be used for distribution of personal image codes and ordering details.

**PLEASE WAIT for notifications to view images before placing your 2020 order**

http://order.arphotos.com.au

17

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aMizrCh chitsוואס

מאכסטו?

בס"ד

DO YOU WANT TO PRACTICE YOURHEBREW OR YIDDISH?

Starting the week of 27 October Mizrachi Chats offers youthe opportunity to practice your Hebrew or Yiddish together

with friends from within the community.

Groups will be run at the following times:Yiddish

8.15pm Wednesday evenings with Rachel HeinreichHebrew

8.15pm Monday evenings with Moshe Tawil8.15pm Tuesday evenings with Yisca & Motty Goodman

8.15pm Wednesday evenings with Brian Wiener11.00am Thursday mornings with Florence Pyke

To register your interest please go to:https://forms.gle/mXFKGh4SPUeoZpJk9

by 5.00pm Sunday 25 October

As these are not language lessons a good level of Hebrew/Yiddish is required.

For further details and/or help registering please contactR' Mark Steiner (0422 718 026 / markcsteiner13@gmail.com)

מה ˘לומך?

Oy Gevalt!

http://forms.gle/mXFKGh4SPUeoZpJk9