We trust that you will find our web site informative and helpful. Through this medium we aim to provide insight into the combination of features that make King David unique.
Our motto, To Know and Understand, encapsulates our mission. Yes, we acknowledge the importance of gaining knowledge, but far more important is the willingness to pursue understanding.
The School’s founders, Isador Magid AO, and Rabbi John Levi AO DD both stand as role models by virtue of their dedication to learning and enlightenment. Both have worked to spread enlightenment thereby promoting inclusiveness and equity that flows from enlightenment.
At King David we understand that by gaining greater knowledge and insight students can engage in a process of continually striving to be their best. Each decision they make, every effort they exert, enables them to reach new goals. Whether it be Jewish Studies, Philosophy, Sports or Outdoor Education, through attending Anzac Day commemorations or Holocaust Memorial Day, students have many opportunities to develop. Each activity challenges students’ initiative and independence, team spirit and co-operation or community consciousness and empathy. Students are provided with the tools to refine their personal presentation skills and explore their own interests and talents.
Every student is encouraged to take part in a journey of personal growth in the academic, physical, spiritual and emotional domains. Through innovative programs students are able to reflect upon and refine their principles. All this occurs within the framework of a life made meaningful by discovering purpose through community.
Fundamental to each program the School develops is the commitment to nurturing young people who care about doing their best to create a more constructive, compassionate world and who use their knowledge to inform their choices.
At King David we seek to put the feet of our students firmly on the path carved out by our sages " " informed by modernity and a desire to complete G-d’s creation by repairing the world, . |