Teaching and Learning

Outstanding teaching is at the core of life at Yavneh College. Lessons are exciting and stimulating and pupils are challenged to think in creative ways. This is why academic results are exceptional, placing the school at the top of national league tables and on an annual basis.

  • Art

    The Art Department at Yavneh College provides pupils with a vibrant and stimulating environment for learning. We encourage and support individual pupil creativity and provide pupils with the skills and techniques to realise their ideas.

    Key stage 3
    At KS3, there is a big drive to develop drawing skills, which form the foundation for many of the other skill areas. Pupils complete three Drawing Assessments each academic year and this enables Art staff to track their progress in this area on a regular basis. We teach a variety of units which allow pupils to explore a wide range of materials, techniques and processes and to develop, review and refine their work. Skills we cover include; observational (tonal) drawing; high key and graphical drawing; mark-making and expressive line; printmaking (stencilling/mono-printing, lino-printing, etching and embossing); ceramics – building with slabs, imprinting, using the potter’s wheel, glazing; watercolour and acrylic painting; using pen and ink; collage; sculpture and mixing media – using plaster/modroc, wire mesh, cardboard, paper etc. Pupils will also explore how to analyse and respond to the work of artists and craftspeople. Our Enrichment programme is vast, covering a variety of Art areas from Interior Design or Set Design (for school productions) to Illustration or Photography. These sessions are teacher-led and supported by Sixth Form students. The uptake for Art Enrichments is always very popular, as they give pupils the opportunity to explore new techniques and approaches outside of their lessons.

    Key Stage 4
    GCSE pupils explore themes such as ‘Decadence and Decay’, ‘Adorn and Embellish’, ‘Identity’ and ‘Past Present and Future’. We follow the Edexcel Art and Design GCSE course, which encourages creativity and diversity of work. The course is made up of two units; coursework, which accounts for 60% of the total grade and a timed test, accounting for 40% of the total grade. Pupils are taught a variety of new skills, leading on from KS3 lessons and explore working in a range of media. Disciplines explored include photography, textiles, and sculpture to video art and installation. The department encourages pupils to visit galleries to enhance their understanding of others’ work and enjoy examples in-situ. We regularly lead trips to the National Gallery, Tate Britain and Tate Modern. Select pupils have previously visited Hertswood School and the Moda Centre for a silk screen workshop. We have also held in-house printmaking, felting and ceramics workshops to extend pupils’ skills.

  • Computing

    Key Stage 3

    Pupils in Key Stage 3 have 2 lessons of Computing per fortnight.  We follow the National Curriculum for Computing, which includes areas as diverse as finding out how computers follow precise sets of instructions called algorithms, how to convert these into computer code (programming) and how computer hardware is designed to carry out certain tasks.  We also teach pupils how to use common office applications to carry out everyday activities as well as how to research and present topics with regard to reliability and bias.  We normally try to offer a coding enrichment of some sort and often offer creative computing which involves using software such as Adobe Flash or Photoshop to create animations and artwork.
    Key Stage 4

    Key Stage 4 pupils take the new OCR board GCSE 9-1 in Computer Science.  The GCSE is assessed by 2 externally assessed written papers and a Non Examined Assessment (NEA) which is a project undertaken in class and marked by the class teacher.  Paper 1 deals with hardware, networking and the ethical implications of using computers.  Paper 2 focusses on algorithms i.e. the computational thinking behind the way in which a programmer tries to solve a problem.  It also deals with issues surrounding how real world data can be represented in digital form.  The NEA consists of 3 programming tasks set by the exam board which the student must plan out and program in lesson time under controlled conditions.  We use the Python programming language for this assessment.

  • Design and Technology

    Key Stage 3

    Yavneh College firmly believes that Design and Technology as well as being an academic subject, also teaches pupils practical skills which will help them throughout their lives.  

    At Yavneh College Design and Technology is taught as the following four subjects:

    • Resistant Materials
    • Systems and Control
    • Food and Nutrition
    • Graphics

    Lessons are taught with a very ‘hands-on’ approach. This allows the pupils to gain confidence using many new tools and machinery, and to produce items which they are encouraged to take home. The pupils will also be taught about “The Design Process”, and they will be encouraged wherever possible to design their own solutions to practical problems.  Homework will be used to reinforce the practical nature of the class lessons.

    The use of modern equipment and techniques is encouraged throughout KS3 and the pupils have access to modern Computer Control equipment in Systems and Control, as well as a computer controlled Vinyl cutting machine, and laser cutter. Computer aided design is also taught through the use of 2D design. Pupils have two 1-hour Design and Technology lessons per fortnight. They are assessed regularly through teacher assessment and are awarded a National Curriculum level at the end of Year 9. Throughout KS3 the pupils are taught about the cross curricular links with Science, Maths, Business Studies and ICT.

    Key Stage 4

    At KS4, pupils can opt to study a GCSE in Design and Technology. Pupils can choose any of the subjects they have already studied. It is possible for a pupil to do more than one GCSE in Design and Technology if we agree that this is appropriate in light of the pupil’s aptitude and future career plans. The pupils also have the option of studying GCSE Graphic Products. This is a new course which has been started in September 2014.

    All the GCSE Design and Technology subjects are assessed and examined in the same way: 60% of the GCSE is assessed through a major project which is started in Year 10 and completed during Year 11. 40% of the course is assessed through a 2-hour exam sat at the end of Year 11. The pupils have a great deal of flexibility in their coursework, and are able to select from a wide variety of projects.

    GCSE Systems and Control

    This is split up into three areas:

    • Electronics
    • Mechanisms
    • Computer Control

    The pupils study each of the three areas in detail, looking at discrete electronic components, integrated circuits, sensing circuits, switches, logic gates, different types of mechanism including gears, cams, cranks, levers, and linkages. During Computer Control, the pupils use control boxes, and learn and practically use PIC chips. They also look at the environmental impact of using the different types of materials including recycling and reusing existing materials. They look at industrial manufacturing and the different ways and machines which are used to produce products in large numbers. The Systems and Control course also includes an element of Resistant Materials as the pupils will have to make products which included the use of wood, metal and plastic work.

    GCSE Resistant Materials

    In this subject, pupils further their knowledge of woods, metals, plastics, composites, and smart materials. They gain a more detailed knowledge of the properties of the materials, as well as learning new making skills, and the use of new machines including welding, wood and metal lathes, mortising, riveting, screw cutting and the use of CAD/CAM machines. They also look at the environmental impact of using the different types of materials, including recycling and reusing existing materials. They investigate industrial manufacturing and the different ways and machines which are used to produce products in large numbers. Product design and problem solving are major aspects of this course.  

    GCSE Graphic Products

    Graphic Products focuses mainly on three groups of materials: papers, card and plastics with the incorporation of modern composite and smart materials to produce more effective and contemporary outcomes. Prior to embarking on the major controlled assessment, pupils will be engaged in several smaller projects, when they develop their practical skills, and acquire design proficiency. They will also learn about the industrial world of manufacturing, printing and production. GCSE Graphic Products will appeal to those pupils who enjoy working with both their hands and on the computer with applications such as Photoshop, producing products manufactured from the materials mentioned above.  There are cross-subject links to be found with art, science, mathematics and business studies. The course will particularly suit those pupils who are considering going into the design, arts or manufacturing industry, or might be considering a career in architecture or engineering. As well as being an academic subject, Graphic Products also teaches pupils practical design problem-solving abilities and computer skills which will help them throughout their lives.

    GCSE Food and Nutrition

    During their time undertaking the Food and Nutrition GCSE, pupils build on the knowledge gained at Key Stage 3, such as the issues surrounding diet and nutrition and food safety and hygiene. During the two-year course, pupils look at all aspects of the design and manufacturing process by creating their own food products from concept to completion. Pupils also use computer software to complete a nutritional analysis of their products. In addition to this, the pupils look at the environmental impact of food manufacture and packaging including learning about the future of food manufacture such as the increased use of Genetically Modified foods and new ‘Smart Foods.’ The practical element is a substantial part of the course. Pupils engage in making complex food products such as pastry and meringue both for their coursework and in order to bring the theories of food, diet and nutrition to life in the kitchen.

  • Drama

    At Yavneh college the drama classroom is one of the few places where real world life skills are still taught: Self-confidence, self-evaluation, creative thinking, language , communication, flexibility & problem Solving, concentration, creativity and imagination, thinking skills, learning to express, public speaking/presenting, team work, develop tolerance and empathy, leadership and decision making.   

    What we study in Year 7 and 8 Drama: 

    We look at understanding drama techniques cross cutting, choral work, still image, thought tracking, flashback, narration, cross cutting and physical theatre to help  gain a deeper understanding of characters, to explore scenes and to experiment with characterisation.  During Key stage three, we explore a number of play texts, some of which include BlackoutA Dolls HousFaceGrimms TalesThe Play of KesInspector calls and DNA.  This has a number of benefits including, improving reading and speaking skills, increase subject knowledge and encouraging creativity.   

    As well as this we explore a number of different drama styles, including Verbatim Theatre, Storytelling, Physical theatre, mime etc.  Looking at drama styles helps students develop stronger analytical thinking skills, encourages creativity and allow them to be able lead/direct others.  We also study a number of theatre practitioners, including Bertolt Brecht and Stanislavski to help expand students knowledge on historical/ political issuesexperience the ways in which theatre makers collaborate to create theatre to help influence our work and to aid objective thinking.  We also spend a lot of time on presentation skills, to help improve our public speaking abilities.  Performing builds poise and confidence when standing in front of others.   

    GCSE Drama- AQA 

    Content overview 

    Students gain a practical understanding of drama, and apply this knowledge to their performances as they develop their practical skills. Students can choose to be a performer or can take on the role of designer in lighting, sound, set or costume. Students must choose one role throughout the component but can choose different roles throughout the course. 

    Component 01/02: Devising drama 

    Students research and explore a stimulus, work collaboratively and create their own devised drama. They complete a portfolio of evidence during the devising process, give a final performance of their drama, and write an evaluation of their own work. 

    Component 03: Presenting and performing texts 

    Students develop and apply theatrical skills in acting or design by presenting a showcase of two extracts from a performance text. The chosen extracts must allow sufficient exploration of dialogue, plot and/or subplot, and characterisation for students to work in depth on their acting or design skills. 

    Component 04: Drama: Performance and response 

    Students explore practically a whole performance text, and demonstrate their knowledge and understanding of how drama is developed, performed and responded to. They also analyse and evaluate a live theatre performance. 

    There are two sections: 

    In section A, students study one performance text: Blood Brothers– Willy Russell 

  • English Language and English Literature

    KS3 – English Language & English Literature
    From Year 7, pupils will be taught the skills of analysis required for the GCSEs. As a result, they will study a range of fiction (from Shakespeare – to 19th Century poetry – to contemporary drama and prose), and a range of non-fiction (from travel writing – to newspapers – to auto/biographies) and taught the features of different text forms. Imaginative writing is also taught, as well as writing for purpose, and oral skills. At the end of each year, the exam is based on the GCSE Language paper

    KS4 – English Language & English Literature AQA
    These are two separate GCSEs, and are studied by every pupil in the school. The Language course consists of two exam papers, based on reading and writing fiction and non-fiction texts.  A spoken language component is also included, whereby pupils have to give a speech to the teacher under exam conditions. The full course can be found here

    English Literature is the study of set texts that range from the 19th Century classics, to more contemporary classic poetry and prose. Pupils sit two closed book examinations. The lessons consist of discussions of the texts with, in the main, student led work. For further information click here

  • Geography

    Key Stage 3

    In Year 7 pupils start with the basic geographical skills that will enable them to use the fundamental tools for their studies in geography thoughout the rest of their time in school, this includes map work, scale and direction. In Year 7 lessons are taught from the perspective of Europe and the Middle East and through these areas they learn about the growth and maintenance of settlements, the processes which form rivers and plate tectonics. Throughout this time the pupils writing and research skills are developed through three projects which are based around the topics that they will studying. In Year 8, Africa is the focus that the lessons are taught through. The topics that will be covered are population and the factors which may affect them, pupils will also be given a sense of Africa as well as energy and resource management and the weather. Finally, in Year 9 Asia will be the main focus of study and the pupils will be preparing for their GCSEs by looking at similar topics to the ones studies in GCSE. Pupils will look at development around the world and globalisation as well as how the different topics relate to each other. Coasts will make up the physical aspect of study while Russia offers a wonderful case study about where east meets west.

    Key Stage 4

    As of September 2016 the GCSE geographers will be studying the Geography course from AQA. The course is broken down into three papers. Year 10 begins with Paper 1 (35% of qualification) which will look at how we live within the physical world, particularly focusing in on natural hazards, ecosystems and the UK’s physical landscape. Towards the end of Year 10 pupils will begin studying Paper 2 (35% of qualification). This paper looks at the challenges people face in the modern would and will look at topics such as urban environments, the changing economic world and resources management. Paper 3 (30% of qualification) is a skills and fieldwork based exam. Over the two years pupils will learn a range of statistical and geographical skills that will be used at the end of year 11 to interpret a booklet that is released before the exam. Pupils will also use the skills to carry out two compulsory elements of fieldwork that will also be assessed in paper 3. There is no longer any coursework or controlled assessment at GCSE. The new GCSE is very exciting and as a department we cannot wait to teach it to our next set of geographers.

  • History

    Key Stage 3

    Year 7 begins with a unit of lessons on key historical skills which includes a baseline (skills) assessment. Following this, the Year 7 curriculum covers English Medieval History starting from 1066 and the Battle of Hastings, life in the Middle Ages (including the establishment of the Feudal System), the Black Death, the story of Thomas Becket and an entire unit on Castles. We finish Year 7 with a unit on Arab civilisation in the Middle Ages, which also covers the Crusades. Year 8 begins with a study of the Tudor period with a focus on the Reformation and the impact this had on England and the Tudor monarchs. This leads onto a unit on the causes, events and consequences of the English Civil War. The second half of the Year 8 curriculum covers the history of Black peoples of America starting with the origins and nature of the slave trade and culminating with a series of lessons on the 20th century Civil Rights Movement. The Year 9 curriculum has been specifically designed to provide more contextual framework to some of the topics which are covered at GCSE (with the new 2016 specifications). Year 9 begins with a study of the causes of World War One and this is followed by a study of life and conditions in the Trenches. The second term consists of lessons looking at the role of women during World War One and the fight for women’s suffrage as well as a unit on the Russian Revolution. The final term’s work considers the causes and key events/turning points of the Second World War which coincides with an ongoing homework project developing and designing a memorial to the Holocaust. By the end of Key Stage 3, pupils will have studied and been assessed on all the key historical skills covered in the National Curriculum. These include evidence, empathy, change and continuity, significance and causation.

    Key Stage 4

    As of September 2016 the course is broken down into three papers. Year 10 begins with Paper 2 (40% of qualification) which comprises of a British in-depth study of Early Elizabethan England, 1558–88 and a (world history) period study of Superpower relations and the Cold War, 1941–91. Towards the end of Year 10 pupils will begin studying Paper 1 (30% of qualification). This comprises a thematic study of Crime and Punishment in Britain, c1000–present and a study of a historic environment of Whitechapel, c1870–c1900: crime and policing). Finally, the remainder of Year 11 will be focused on Paper 3 (30% of qualification) which comprises of a (modern history) depth study of Weimar and Nazi Germany, 1918–39. It is worth noting that unlike previous incarnations the new GCSE syllabus does not include a unit of coursework or controlled assessment.

  • Informal Jewish Education (IJE)

    Yavneh College is very much a Jewish school, rather than simply a school for Jewish children. This has been achieved through a challenging formal Jewish Studies curriculum, complimented by a comprehensive IJE programme.  Our aim is to deliver a rounded positive Jewish experience to our pupils and to bring Judaism to life.  Our IJE projects are delivered via the school’s unique enrichment sessions, during break and lunchtimes as well as in JS lessons and through school trips.

    Chagim (Festivals)
    We celebrate the Chagim in a variety of ways including:-

    • A pre-Rosh Hashanah Shofar competition
    • Our pupils enjoy Sukkot by eating in our school Sukkah and by taking part in a variety of special activities for the chag.
    • Pupils participate in a daily Chanukah Hadlakat Nerot service with guest speakers.
    • Special Tu B’Shevat activities
    • Purim celebrations, including reading the Megillah, a Seudat Purim and interactive activities. 
    • Pre-Pesach activities including Matzah Baking.
    • Commemorations for Yom Hashoah and Yom HaZikaron
    • Yom Ha’atzmaut whole school Shacharit, exciting activities for Israel’s birthday party and live music at lunch time. 

    Chessed (Kindness)
    Our school moto ‘Olam Chessed Yibaneh’ (a world built on kindness) is brought to life through our many volunteering programmes:-

    • A large number of pupils volunteer to run our charity and chesed wing ‘Am Echad’, which organise many innovative and successful fund raising events.
    • Many of our Year 8 pupils participate in the Yoni Jesner Award (a Chessed volunteering programme in memory of Yoni Jesner) and last year they completed 1388 hours of volunteering.
    • The Alan Senitt Upstanders Leadership Programme.
    • WOHAA
    • Project Smile
    • Yad Yavneh

    Residential Trips
    Many pupils participate in residential Shabbatonim

    • Year 9 YCIT (Yavneh College Israel Tour)
    • Year 12 pupils Poland Trip.

    Jewish Life
    All Year 7 & 8 pupils participate in a timetabled 1 hour IJE session per fortnight. 

    • Lunchtime clubs – Lunch & Learn, Israel Society and Parsha and Pizza. 
    • The Yahadut Programme – This is our compulsory Sixth Form Programme which spans between formal and informal Jewish Education.  Students choose courses of interest to them.  IJE courses include Hadracha and Israel Advocacy.    
    • All pupils have are addressed by a variety of local Rabbanim and other guest speakers.
    • Year 8 pupils participate in the Faith and Belief Forum Link Programme. 
    • Year 9 YCLP (Yavneh College London Programme)
    • The IJE Lounge is a place where pupils can drop in at break time and lunch time to chat to the IJE team and spend time with friends. 

    Some examples of IJE Enrichments are:

    Am Echad
    Join the charity wing of Yavneh College, develop your leadership and teamwork skills and help put us on the map as a caring and concerned school. Help us to come up with fundraising schemes and events that are so exciting and enjoyable that all pupils will want to participate in them this term. 

    Do you like art? Do you like being creative and having fun? If so this enrichment is for you. It’s time to explore your hidden artistic talent. You will have the chance to make Jewish arts and crafts from mezuzahs, kiddish cups, challah cloths, decorating glass wear and much more. Most importantly everything you make you will be able to take home and show your friends and family the beautiful things you have made in J-ART. They will be yours to keep!

    Yad Yavneh
    Shabbat is a time when families and friends come together and often a time that many people find difficult to afford. In this enrichment you will get an opportunity to do some real chesed (kindness) and help those less fortunate than ourselves. You will be helping to prepare different items that people need for Shabbat and chagim, which will then be distributed to the needy members of our community.   This is a repeat of the Thursday enrichment; you cannot do both. 

    Project Smile
    Hands on volunteering to help our local communities.  Our projects have included; creating packs for children in hospital containing arts and crafts materials, snacks, puzzles and stationary, packing up dog for to give to the dogs of rough sleepers, making Valentines chocolate and sweets gifts for women in shelters, Christmas hat snack bags for underprivileged families, dreidal kits for GIFT, creating biodegradable plant pots and planting seeds for the Barnet Hospital Gratitude Garden and much more.

  • Jewish Life

    Jewish Ethos

    Our Jewish ethos is at the core of all that we do, thus our pupils are expected to exemplify the values that they are taught; they are expected to treat others with respect, to contribute to the school community in a positive manner and to play an active part in our tzedakah (charity) and chesed (kindness) campaigns. We believe that it is important that our pupils recognise their responsibility towards the various communities to which they belong. Our tzedakah activities therefore focus each year on three charities selected by the pupils, one being a British Jewish charity, one a British non-Jewish charity and one an Israeli charity. As part of our focus on active citizenship and promoting British values, pupils are encouraged to participate in social action projects such as our ‘Project Calais’ initiative and other projects that look at helping others in both the British and Jewish communities.

    We believe that the Hebrew language is more than just a tool to access classical Jewish texts; it is central to Jewish identity in the modern world and forms a link between our pupils and people of the State of Israel. All pupils are taught Ivrit as a modern foreign language at Yavneh College.

    In Year 9, pupils have the opportunity to go on a residential Israel trip at the end of the summer term, visiting the scenes of Biblical, historical and cultural interest that they have learnt about at school and gaining a first-hand insight into contemporary Israeli society.

    In Year 12, students have the opportunity to visit Poland. In preparation for their visit, they learn about the 1000 years of vibrant history experienced by the Jews of Poland and thereby gain a deeper understanding of what was lost as a consequence of the Holocaust.

    We aim for our pupils to leave as fluent Hebrew readers who know their way around the siddur and are able to participate when attending services and Jewish events throughout their lives. To this end, an afternoon Minchah service is held daily for all pupils and a morning Shacharit service is held bi-weekly as part of morning assembly and on whole school celebrations such as Purim and Yom Ha’atzmaut. A voluntary shacharit service, followed by breakfast, is held before school. Parents are most welcome to attend. The school has its own synagogue, which further enhances the beauty of our services.

    Yavneh College is a school where Jewish values pervade the life of the school, not simply the Jewish Studies lessons. Although our pupils’ knowledge and understanding of their religious heritage is developed through the Jewish Studies curriculum, this is complemented by a stimulating programme of informal Jewish education and cultural activities, tzedakah and other community service activities.

    Yavneh College is a modern orthodox school which welcomes pupils from across the spectrum of Jewish practice. We aim to equip our young people with the skills, knowledge and understanding of their religious and cultural heritage to enable them to participate with confidence and enjoyment as members of the Jewish community.

    Yavneh College celebrates the existence of the State of Israel as being central to Jewish life. We strive to imbue pupils with a love of God, Torah and Israel and to teach them to respect human diversity and diverse viewpoints. We aim to be a centre of excellence in Jewish and secular studies, where children learn within a stimulating and nurturing environment. Our goal is to produce young people for whom learning Torah and gaining an insight into wider culture is central to their identity. We believe that the study of traditional texts, Hebrew language and Jewish history nurtures a school community characterised by a shared tradition and a passion for learning.

    Formal Jewish Education
    ‘Jewish Education at Yavneh College is outstanding.’ (Pikuach 2016)
    The Key Stage 3 (KS3) curriculum is divided into three sections; Tenach, Talmud and Jewish History. The formal Jewish Studies Curriculum is enhanced by a comprehensive range of Informal Jewish Education (IJE) activities and Jewish Enrichment opportunities.  In Year 7 and 8 all pupils have eight hours of Jewish Studies lessons per fortnight. This is divided into two lessons of Jewish History, two lessons of Talmud, three lessons of Tenach and a one lesson Informal Jewish Education programme.  In Year 9 the IJE lesson is replaced by an additional Talmud lesson.

    Jewish history: Our KS3 course has been designed to teach all pupils 2,000 years of Jewish History, from the time of the Second Beit HaMikdash (Temple) up to Jewish life in the 21st century. This course has been specifically designed to end in the Summer Term of Year 9, so that pupils will learn about the history of the State of Israel just before they go on the Yavneh College Israel Tour and see first hand what they have learnt about in the classroom.
    Talmud: Talmud is the study of the Oral Law; the teachings that explain, expand and amplify the details of how Jews should keep the Mitzvot. In Year 7 we use the first two terms of Talmud to run a Basic Jewish Knowledge (BJK) course. This course is specially designed to teach all pupils the basic facts and laws of Chagim (festivals), Shabbat and Kashrut. This course allows pupils with minimal Jewish knowledge the opportunity to learn the basic, but important, facts of Jewish Knowledge and it allows pupils with a good background of Jewish knowledge to brush up and fill in the gaps on areas that may have been forgotten.
    Once pupils have completed this course, they start studying Mishnah. In Year 7, pupils learn selected Mishnahyot from Masechet Berachot as well as gaining an understanding of the structure of the Oral Law. The Mishnahyot chosen for study are based around Tefillah; when and how they should be said. In Year 8 & 9 Talmud begins by continuing the learning of Mishnahyot from Masecehet Berachot. Topics include when it is time to say the Shema and having Kavanah when saying the Shema. During the second half of the year, pupils graduate from Mishnah and start to learn Gemara; the explanations on the Mishnah. Gemara is more academically challenging than Mishnah as it is written in Aramaic, a language similar to Hebrew. The first unit in the Gemara course involves pupils learning about the structure of the Gemara and its layout. Pupils then study ‘mini sugyot’ (sections) of Gemara. These sugyot have been specifically chosen to be of interest to pupils and to allow them to develop their Gemara skills. In addition to studying these mini-sugyot, pupils are taught key vocabulary that is common to all sections of Gemara.

    Tenach: Our KS3 Tenach (Bible) course is designed to allow pupils the opportunity to study and explore key passages from different sections of the Tenach. In Year 7, pupils spend two terms studying passages from Bereshit and one term studying Sefer Yehoshua. In addition to studying the passages from the text and some selected commentaries, pupils also consider the messages that these stories can teach to Jewish people living today.  
    In Year 8, Pupils spend two terms studying passages from Shemot and one term studying the book of Shoftim, considering the text, selected commentaries and relevant messages. Topics include how the Jews became slaves in Egypt; the birth of Moshe; Moshe’s revelation; the Sneh (Burning Bush); the cycle of idolatry in Shoftim; the story of Devorah and the story of Shimshon the Judge.  In Year 9, pupils begin the year by studying selected passages from Bamidbar and the remainder of the year studying Sefer Shmuel, text, commentary and its meaning. Topics include Moshe hitting the rock; Moshe sending spies into the land of Canaan; David and Goliath and the lives of King Shaul and King David.

    We have devised a Key Stage 4 Religious Studies course that is underpinned and assessed by the AQA Level 2 Higher Project Qualification 7992 (HPQ) / Level 1 Foundation Project Qualification (FPQ).  The HPQ is equivalent to a short course GCSE and recognised by UCAS. It will be accepted as part of the entrance criteria for Sixth Form.
    We believe that the curriculum outlined below will provide our pupils with a robust programme of study that enriches their Jewish and ethical knowledge as well as their knowledge of the key beliefs and practices of people of other faiths in Britain today.  Our curriculum will continue to teach tolerance and respect for all people, irrespective of their religious beliefs, coupled with twenty-first century British Values.

    Most pupils will focus on the thematic study of specific ethical and philosophical concepts and the Jewish views of them.  Pupils will be taught a wide range of mekorot (Jewish sources) that underpin the themes being studied.  As part of the thematic study, pupils will also study selected principles and practices that are important in twenty-first century Judaism.  In addition, pupils will learn about the key beliefs and festivals of other faiths.  Pupils will complete an HPQ which is likely to be based around some of the key areas that they have studied.  More advanced pupils will follow the Bet Midrash (BMT) KS4 programme.  The BMT Track will include a mixture of Tenach, Talmud, and Halacha as well as some understanding of the classic works of Jewish philosophy. They will also study specifically selected texts as well as some of the ethical and philosophical themes studied by other pupils.  In addition, pupils will study the unit learning about the beliefs and practices of other faiths.  All pupils on this track will complete an HPQ which is likely to be based around some of the key areas that they have studied.

  • Mathematics

    Key Stage 3

    KS3 pupils are taught in two bands for Mathematics, there are three sets in each of the bands. Movement between sets is decided by looking at the performance in tests and end of year examinations. Since September 2015 KS3 pupils have been introduced to a new curriculum which, follows the curriculum for the new GCSE. The curriculum content is divided into:

    1. Number
    2. Algebra
    3. Ratio, proportion, rates of change
    4. Geometry and measures
    5. Probability
    6. Statistics

    There is a strong emphasis on number and problem-solving in years 7 and 8, and on algebra in Years 8 and 9.

    To meet the requirements of the new curriculum the pupils have new textbooks, “MyMaths for KS3”, published by Oxford University Press. The pupils use the main textbooks during lessons and each pupil has a smaller homework textbook which they use to complete homework.  The books have a direct link to MyMaths, which can be used by typing the four digit code at the bottom of each page into the search facility in MyMaths.

    Homework is set three times every two weeks and is marked by the teacher. Progress is assessed through some assessed homeworks, but mainly tests and the end of year examinations. Pupils are graded on a 9 – 1 scale in line with the new GCSE and each pupil has a “flight path” to enable us to judge whether they are making expected progress towards their GCSE target.

    Pupils in the top sets in Years 7 and 8 take part in the Junior Maths Challenge run by the UKMT (United Kingdom Maths Trust). Pupils in the top sets in Year 9 take part in the Intermediate Maths Challenge run by the UKMT (United Kingdom Maths Trust).

    Key Stage 4

    KS4 pupils are all taught Mathematics at the same time and are set across the year. Movement between sets is decided by looking at the performance in tests and end of year examinations.

    Since September 2015 KS3 pupils have been the curriculum for the new GCSE introduced by the Government. The curriculum content is divided into:

    1. Number
    2. Algebra
    3. Ratio, proportion, rates of change
    4. Geometry and measures
    5. Probability
    6. Statistics

    The new GCSE is more demanding than previously, and includes a few topics previously only taught at AS level. The new GCSE is graded 9 – 1, with 9 being the highest and equivalent to a high A* compared to the previous GCSE. There are two tiers of entry Foundation (Grades 5 – 1) and Higher (Grades 9 – 4). As the Foundation tier allows for a higher level of attainment than the previous GCSE, it is expected that a greater proportion of pupils will be entered for it. The GCSE examination will be three equally weighted 1½ hour papers, the first one being a non-calculator paper.

    To meet the requirements of the new curriculum the pupils have new textbooks, “Edexcel GCSE Maths”, published by Oxford University Press.
    Homework is set twice a week and is marked by the teacher. Progress is assessed through some assessed homeworks, but mainly tests and the end of year examinations. Pupils are graded on a 9 – 1 scale in line with the new GCSE and each pupil has a “flight path” to enable us to judge whether they are making expected progress towards their GCSE target.

    Pupils in the top sets take part in the Intermediate Maths challenge run by the UKMT (United Kingdom Maths Trust).

    A small group of very able pupils are offered the opportunity to take Additional Mathematics (Syllabus: OCR FSMQ 6993). These lessons take place once a week during lunchtime.

  • Modern Foreign Languages: French and Spanish

    Key Stage 3

    AS of September 2016 we are commencing a new format for the study of languages at Yavneh College. In Year 7 half of the year group will study French and the other half Spanish for three hours in each two-week lesson cycle. In Year 8 the languages are switched. By the end of Year 8 all pupils will have learned one year of French and one year of Spanish.  In Y9, pupils will select one language to focus on with a view to continuing hopefully to GCSE.

    The Modern Foreign Languages Department firmly believes in bringing language to life.  We do this in a variety of ways using games, role-play, pair work. These activities help pupils learn to be confident in interacting with each other in French and Spanish. During lessons, equal emphasis is placed on the four language skills: Listening, Reading, Writing and Speaking. We make good use of our IT facilities and use computer games and language learning programmes together with text and work books to help pupils with their studies in the classroom and at home.

    Key Stage 4

    The two year GCSE course we currently offer in French and Spanish helps those who wish to be able to use their modern foreign language at a higher level and are also interested in broadening their horizons. In addition to gaining a greater knowledge of the vocabulary and structures, pupils will improve their communication strategies, develop transferable language learning skills and develop awareness and understanding of countries and communities where the language is spoken, thereby preparing themselves well for entering the world of work.

    The extensive array of media we use helps pupils to appreciate the patterns inherent in language, allows them plenty of opportunity to practise the language very quickly and aids them in drafting and perfecting their work.

    We teach the Edexcel specification. Topics covered are:

    1. Identity and Culture
    2. Local Area, Holiday and Travel
    3. School
    4. Future Aspirations, Study and Work
    5. International and Global Dimension

    In Key Stage 4, pupils study French or Spanish for three hours a week, with homework of at least an hour and a half a week. We use a variety of teaching methods to engage our pupils in the successful study of their chosen language, including interactive whiteboards, ICT and language learning websites. We firmly believe in Assessment for Learning and work is regularly self-assessed, peer-assessed and teacher-assessed. The languages programme is structured to allow for differences in ability, for example the starter and plenary might be pupil-led or the class may be divided up into small groups in order to focus on different types of tasks.
    GCSE language exams are taken at the end of Year 11 and each of the four skills (listening, reading speaking, and writing) are worth 25% of the overall grade. The Speaking Examinations are conducted internally but all examinations are externally assessed. There are two tiers of entry, Foundation and Higher.

  • Modern Foreign Languages: Modern Hebrew

    Key Stage 3

    In Years 7 and 8, all pupils study Modern Hebrew three times in the two-week cycle timetable.  At KS3 topics include (amongst many others):

    • My Family and Pets
    • My Home
    • Food and Drink
    • Clothes and Fashion
    • Meal Timer
    • The World of Work

    Key Stage 4

    GCSE Specification:

    Course Outline:
    By choosing to learn Modern Hebrew for GCSE, candidates will perfect their knowledge of the language of Israel and that of millions of people in Jewish communities worldwide.

    Through the course pupils will gain the following skills:

    • The ability to communicate verbally, confidently, clearly and efficiently in Hebrew.
    • The ability to understand and respond to verbal forms of Hebrew
    • The ability to understand and respond to written forms of Hebrew
    • The ability to use all the acquired language skills in studying other languages.

    In the first year of the course the following topics studied and include (amongst other topics):

    • Lifestyle and Health
    • Healthy and unhealthy lifestyles and their consequences
    • Relationships with family and friends
    • Social issues and equality
    • Free time activities
    • Shopping, money, fashion and trends

    In the second year of the course these topics include:

    • Home and Environment/ Home and Local Area
    • Special occasions celebrated in the home
    • Home, town, neighbourhood and region, where it is and what it is like
    • Environment
    • Current problems facing the planet
    • Work and Education
    • Pressures and problems
    • Looking for and getting a job

    The GCSE examinations assess the pupil in the four different skills of the language: listening, speaking, reading and writing. The assessment objectives are to see how the pupil understands spoken language, communicates in speech, understands written language and communicates in writing.

  • Physical Education

    Key Stage 3

    The Department provides a broad and balanced Physical Education Curriculum at Key Stage three for all pupils that follows guidelines of the National Curriculum whilst adapting to the individual needs of the pupils. Pupils are taught to:

    1. Use tactics to overcome opponents
    2. Develop technique and improve performance
    3. Participate in Outdoor and Adventurous Activities
    4. Creatively explore movements and composition
    5. Analyse performances and compare
    6. Take part in competitive sports and activities in and out of school
    7. Lead healthy, balanced lifestyles

    All students are taught a broad range of activities designed to require a range of key processes and develop a variety of social and mental skills along with the physical performance skills.

    Progress of all pupils in PE is constantly monitored. Pupils will be given clear verbal feedback during their lessons on their progress in specific tasks and subsequently be given an opportunity to improve and correct any errors. Pupils will be advised on their strengths and weaknesses and given advice on appropriate opportunities for further participation and improvement. In addition, all pupils will have a progress record card that will give written details of their current progress and targets for improvement with regards to the physical, social and mental components of the subject.

    Key Stage 4

    Core PE

    All pupils participate in 1 hour of practical PE per week at Key Stage 4 in groups that are single sex and set by ability. In Key Stage 4 we aim to build on the broad experiences provided in KS3 and also provide an experience of new activities and new roles in sport. Along with participation and performance, pupils gain experience as coaches, leaders and officials. Our overarching aim is to find activities which engage pupils enough for them to become lifelong participators in a variety of sporting roles. Pupils follow a common programme of study. Units of work are based on the National Curriculum and are adapted to the individual needs of our pupils. Pupils also have an opportunity at the start of the year to put forward their suggestions for activities that they would enjoy doing in PE.  Their suggestions are then considered and reviewed by the PE department and used to design the programme, ensuring that it is pupil focused and inclusive.

    Key Stage 4 Activities (an example)

    Block 1

    Basketball (Coaching)

    Futsal (Performance)

    Block 2

    Volleyball (Officiating)

    Table Tennis or fitness (Officiating)

    Block 3

    Exercise to music (Leadership)


    Block 4

    Rounders/Cricket Performance

    Tennis  Officiating/Coaching/Leadership

    AQA GCSE Physical Education

    GCSE PE teaches pupils the relationship between exercise, diet, work and rest, and how, together, they contribute to a balanced healthy lifestyle. The specification also explores the relationship between health, fitness and exercise and the effects of exercise and fitness on participation. The course is very science based and explores the cardiovascular, respiratory, muscular and skeletal systems in depth. Pupils study these systems and are expected to relate the impact which a healthy active lifestyle has upon them. This knowledge will assist them with their GCSE science studies.

    The theory component of GCSE PE is assessed by 2 written exams, each lasting for 1 hour 15 minutes.  Each exam consists of multiple-choice, short-answer and longer-answer questions. These account for 60% of the final grade.  Pupils’ performance in Physical Education is worth 30% of the final grade.  The practical performance is assessed under controlled conditions in lessons by the PE teachers, with external moderation. Pupils are assessed in 3 different sports from a list of selected practical activities.  The remaining 10% of the final grade is assessed by controlled assessment which requires pupils to complete an analysis of performance and personal exercise programme.

    BTEC Sport Level 2 First Award

    BTEC Sport teaches students the knowledge and skills that are needed to work in the industry. Students get the opportunity to learn about the components of fitness and the principles of training and explore different training methods to name a few areas. Within lessons students develop team working skills by organising and leading sports activities and events and carrying out a variety of roles in a team. The BTEC Level 2 Award in Sport is an equivalent to 1 GCSE graded A* – C.  Work is both written and practical. This course offers an engaging programme for those who are interested in sport. It is equivalent to one GCSE. The course includes  4 units throughout the 2 year course which cover a variety of sporting topics such as fitness for sports and exercise, leadership in sport and practical sport performance.  Candidates are assessed by a combination of 75% written and practically based assignments and a 25% external assessment. In order to pass the course, it is essential that deadlines are met throughout the course for written assignments. The course is taught through a variety of classroom based and practical activities. Candidates will be set regular assignment briefs which will allow them to achieve a Level 1 Pass, Pass, Merit or Distinction. As there is a practical element to the course, candidates are expected to show a previous high level of commitment to extra-curricular sport.  This criteria broadly equates to the following; Level 1 Pass = Grade D – G; Pass = C ; Merit = B ; Distinction =A

    Further Information

    For a more detailed information on the department including our PE Kit Policy please click on the download below:

    Download Curriculum
  • PSHE (Personal, Social and Health Education)

    Yavneh College are committed to delivering a high quality PSHE curriculum to our pupils. Our curriculum is built around the core themes identified by the Department for Education of Health and Wellbeing, Relationships and Living in the Wider World. Our PSHE curriculum covers the statutory guidance as well as other topics that we feel are important for our pupils growing up as British Citizens and takes into account the school’s ethos as a Modern Orthodox Jewish school.

    At key stage 3, pupils build on the knowledge and understanding, skills, attributes and values they have acquired and developed during their primary school education. PSHE education acknowledges and addresses the changes that young people experience, beginning with transition to secondary school, the challenges of adolescence and their increasing independence. It teaches the knowledge and skills which will equip them for the opportunities and challenges of life. Pupils learn to manage diverse relationships, their online lives, and the increasing influence of peers and the media.

    Our Key Stage 3 curriculum included the following topics:

    • Transition to secondary school
    • Healthy lifestyle choices
    • Democratic government in the UK
    • Law & justice
    • Diversity, prejudice & bullying
    • Careers information, advice and guidance
    • Managing puberty
    • The risks of alcohol, tobacco & drugs
    • Family life & relationships
    • Managing conflict at home
    • Sexuality
    • Sexism, transphobia & homophobia
    • Discrimination & racism
    • The risks of sexting and pornography
    • Personal & online safety
    • Peer influence within society
    • Managing money
    • Managing stress

    At key stage 4, pupils deepen their knowledge and understanding, extend and rehearse skills, and further explore attitudes, values and attributes acquired during key stage 3. PSHE education reflects the fact that pupils are moving towards an independent role in adult life, taking on greater responsibility for themselves and others.

    Our key stage 4 curriculum included the following topics:

    • Mental ill-health
    • Causes and effects of debt
    • Managing relationship challenges
    • Social and emotional risk of drug abuse
    • Careers information, advice and guidance
    • Democracy, the government and Brexit
    • Racism
    • The dangers of knife crime and gang culture
    • Coping with stress
    • Managing money
    • Employability skills

  • Science


    For KS3 science we use the Activate series, which is tailored to the 2014 National Curriculum and is designed to get pupils ready to study GCSE Science. Pupils study areas from Biology, Chemistry and Physics each year. In Year 7, the topics covered include cells, structure and function of body systems, reproduction, particles and their behaviour, elements, atoms and compounds, reactions, acids and alkalis, forces, sound, light and space. In Year 8, the topics include health and lifestyle, ecosystem processes, adaptation and inheritance, the periodic table, separation techniques, metals and acids, the Earth, electricity and magnetism, energy, and motion and pressure. The programme also includes specific activities to help pupils develop their maths, literacy, and working scientifically skills. Pupils receive a login for the online kerboodle resources, which include a digital textbook and online homework and revision tasks.

    The GCSE Science curriculum is taught from Year 9-11 by subject specialists in Biology, Chemistry and Physics. At Yavneh College, we follow the AQA Science specification and offer GCSE Triple Science, GCSE Combined Science (trilogy) and entry level certificate courses, which all follow the same core ideas in differing levels of detail. In Year 9, the topics covered are cell biology, organisation of living organisms, atomic structure, bonding, the particle model and waves. As well as the theoretical knowledge, pupils are required to learn, these new GCSEs have an increased focus on practical and investigative skills. Pupils will complete required practicals to develop their science processing skills which they will need to apply in their final examinations.  For the students who find science most challenging, they may be entered for the Entry Level Certificate which relies more on practical work and coursework than a final exam, and then if suitable, do the GCSE Combined Science.

    Further information about the AQA science specifications and the ELC can be found here 

  • Vocational Studies: Business

    Key stage 4

    BTECs, unlike GCSE’s are vocationally related qualifications, where learners develop knowledge and understanding by applying their learning and skills in a work-related context. The skills that the students will learn include: team working; working from a prescribed brief; working to deadlines; presenting information effectively; and accurately completing administrative tasks and processes. Both the BTEC qualifications we offer are equivalent to 1 GCSE and give the students wide ranging skills.

    BTEC Level 2 Business

    This course includes core units about Business and Enterprise. The students will learn how both small businesses and large corporations work. They will also examine financial statements, learn marketing techniques and explore the worlds of retailing and recruitment.

    BTEC level 2 Creative Media Production

    This course includes core units about the digital media industry. The students will explore what makes audiences engage with a sector as well as learning how to formulate, develop and pitch a product effectively. The optional units will see students developing their technical website creation skills as well as gaining the knowledge and skills to design and develop digital publishing products.