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.
Please find our Curriculum Policy here.
Our curriculum is shaped by our school improvement priorities and an ongoing key priority is to develop independent, resilient, reflective, life-long learners. As a result, we have adopted a Growth Mindset approach, which now informs all teaching and learning policies.
Through Growth Mindset, we are able to develop metacognition in our pupils. We believe that pupils having an understanding of what they are like as learners and how they perform as learners under different conditions will contribute to their academic success and enhance their wellbeing; in short, help them cope with the pressures of school life.
KS3 pupils have explicit opportunities to develop Growth Mindset dispositions during form time. They also have bespoke learning days which offer pupils the opportunity to consider what they are like as learners and develop strategies to improve as learners.
An important element of Growth Mindset is to develop an understanding that failure is an important part of the learning process. We want our pupils to know what to do when they do not know what to do. Necessarily, this means in Key Stage 3 we move the focus of pupils away from test scores and levels towards an emphasis on the process. Knowing how to improve and what strategies to employ in order to improve is much more important than focussing on a current level.
At Yavneh we believe that ‘being stuck’ is when learning happens therefore, developing independence in our pupils and the dispositions that will ‘get pupils unstuck’ is a vital for their academic success and life beyond. In a world of increasing stress and pressure, we want our pupils to have the ability to thrive. We believe that developing a Growth Mindset in our young people will help achieve this and this is why we have chosen to see our curriculum through the lens of Growth Mindset.
Key Stage 3
The KS3 Computing Curriculum aims to develop independent resilient learners who embrace challenge, see trial and error as a vital part of the learning process and who willgrow through collaborative work. Our broad curriculum will look to spark intellectual curiosity to seek/make real world and cross-curricular connections. Learners will acquire the skills to effectively combine information into different formats that the computer can deliver with considerations for the purpose and target audience. Learners will also understand the basic principles of computer architecture and will be able to analyse their structure in typical designs, embedded systems and artificial intelligence. They will understand what a problem is and will be able to decompose and recommend solutions in a way that a computer, a human or both can understand, translating this solution into a workable programme.
Computers have become an essential part of everyday life. Through the study of Computing and computational thinking, learners will develop a wide range of fundamental skills, knowledge and understanding that they will need for the rest of their lives that will enable them to participate effectively in both the real and the digital world.
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 programme in lesson time under controlled conditions. We use the Python programming language for this assessment.
The Creative Arts Department brings together Art, Music and Drama in a creative and enjoyable environment providing a broad and balanced Creative Curriculum at Key Stage three, four and five. Our aims are as follows:
The aim of the Creative Arts Faculty is to develop creative, curious, independent and reflective students who enjoy taking risks through experimenting in Art, Music and Drama.
Students are encouraged to have not only a love and enjoyment for creativity but also the language to express themselves and talk about their work.
Through exciting experiences in Art, Music and Drama students are encouraged to learn skills that help to build them as lifelong learners in the wider world.
The aim of our curriculum is to provide
Implementation – The curriculum is to be implemented through engaging lessons, enrichment programme, a broad extra-curricular programme, effective assessment and the opportunity to work individually and collaborate with others.
Resources – We are very lucky to have excellent facilities and specialist rooms including recording studios, music teaching rooms, a drama studio and specialist art rooms. The main theatre is used for annual school productions, which are organised within the faculty annually and we have many other events such as art exhibitions and musical soirees.
Key Stage 3
All students are taught a broad range of activities designed to encourage skills and performance across the Creative Arts. Below is a list of some of the topics covered at KS3:
|Everyday Objects – students learn about use of shape, tone and line. Exploration of colour and colour mixing||Elements of music – working on listening, performing and composing skills||Devised performances – looking at writing your own script and performing. Understanding how speech, movement and staging can all be used in performance|
|A Bugs Life – printing, drawings skills and learning to look and understand the work of artists. Students create their own exciting 3D bug||Video Game music – use of computer software and composition software to create your own piece of music||Learning about skills to improve confidence and produce a collaborative piece of drama|
|Alien Fish – a further look at the use of colour and the introduction of pattern Exploration of clay and using contemporary artists to influence their own designs||Rhythms and Drumming – performance and listening skills||Analysing practitioners and how their work has effected theatre today|
|Food Glorious Food – an exciting and imaginative exploration of all things yummy. Further developing drawing and making skills||Students get the opportunity to design and make their own musical instrument||Study of characterisation and how to portray various personalities’ and characters|
|Pop Music – performance and composition. An exciting opportunity to write your own pop song||Learn how to work in groups to create a piece of performance in front of an audience|
|Blues and Jazz – looking at the history of the style of music and explore performance and listening|
|Musical Theatre – watching and creating music to be used in performance|
Progress of all pupils in Creative Arts is closely monitored. Pupils will be given clear verbal feedback during lessons on progress in specific tasks and subsequently, be given an opportunity to improve. Pupils will be advised on their strengths and areas for development and given advice on appropriate opportunities for improvement.
Key Stage 4
During this course the students follow the Art, Craft and Design specification. They have the opportunity to experiment form a range of medias and processes including, drawing, paint, printing, clay work, 3D construction and the use of textiles. Students begin by learning about artists and using the work of others to influence their own journey. Throughout the course they are able to choose their own areas of specialism.
Pupils are assessed in four different assessment objectives – developing ideas through investigations, demonstrating critical understanding of sources; refine work by exploring ideas, selecting and experimenting with appropriate media; record ideas, observations and insights relevant to intentions; present a personal and meaningful response that realises intentions.
The GCSE is made up from two components – component 1 being coursework which accounts for 60% of the final grade and component 2 being externally set assignment accounting for 40% of final grade.
The students follow the Photography specification of EDUQAS. They have the opportunity to explore a range of photographic areas of study such as studio photography, experimental imagery and moving image. Students begin by learning practical lens based skills and digital photo editing. Project based learning will be informed by the history of photography and creative response to contemporary photographers, designers and artists.
Pupils are assessed in four different assessment objectives – developing ideas through investigations, demonstrating critical understanding of sources; refine work by exploring ideas, selecting and experimentation with appropriate media, materials, techniques and processes; record ideas, observations and insights relevant to intentions as work progresses; present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
The GCSE is made up from two components – component 1 being coursework which accounts for 60% of the final grade and component 2 being externally set assignment accounting for 40% of final grade.
During this course the students follow the music specification of EDUQAS. They have the opportunity to explore a range of musical styles and techniques. Students begin by learning about musical elements and composition styles using the work of others to influence their own journey.
The GCSE is made up of three components:
Component 1 – Performance (Coursework unit.) This is made up of two performances: a solo performance and ensemble performance. The combined total length of the performances needs to be 4-6 minutes in length.
Component 2 – Composition (coursework unit.) This is made up of two compositions: a free composition and brief-set composition (the brief is set by EDUQAS and given to students in Year 11). (30% of the final GCSE grade.)
Component 3 – Listening and Appraising Exam – makes up 40% of the final GCSE grade. The exam is based upon four different areas of study – Western Classical Music, Music for Ensembles, Film Music and Popular Music.
We’ve built in as much opportunity as possible for students to do what they enjoy most; to participate in performance. The course consists of three components allowing the opportunity to devise drama, explore texts practically and work on text based performances.
Students can choose to develop as a:
Whichever option they choose, students can be sure to gather many invaluable skills, both theatrical and transferable, which will expand their horizons.
Aiming for success
The written exam paper is designed to help all students realise their full potential. There is a variety of question styles used, which ask students to combine what they’ve learned about how drama is performed with their practical experience using their imagination.
Key Stage 3 Technology curriculum
To develop and stimulate a pupil’s interest in the technological world around them. To develop and encourage their passion for the different subjects: Resistant Materials, Systems and Control and Food Technology. To inspire pupils to think about everything in the world around them – to acknowledge and consider how design is used in every aspect of our modern life from travel and communication to entertainment and health improvements.
To ensure that the pupils have the practical skills to be able to turn their ideas and concepts into a three dimensional working product in a workshop environment. This will include a mixture of traditional skills and the use of very modern CAD/CAM software and machines. Pupils will also be able to safely and hygienically prepare and cook a wide variety of food dishes, using many different pieces of food preparation equipment and techniques.
Technology and its associated subjects provide genuine “skills for Life” for the pupils. Practical experience for a practical world.
At Yavneh College Design and Technology is taught as the following three subjects:
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 that 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. Home Learning 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 taught using 2D design. Pupils have two 1-hour Design and Technology lessons per fortnight. They are assessed regularly through teacher assessment. 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, or Food Preparation and Nutrition. It is possible for a pupil to do more than one GCSE in Design and Technology.
All the GCSE Design and Technology subjects are assessed and examined in the same way: 50% of the GCSE is assessed through Controlled Assessment projects, which are started in Year 10 and completed during Year 11. The other 50% 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 Controlled Assessment and are able to select from a wide variety of projects.
GCSE Design and Technology
GCSE Design and Technology will appeal to those pupils who enjoy studying electronics and mechanisms, in addition to enjoying working with their hands and producing pieces of work made out of wood, metal and plastic. There are cross-subject links to be found with Science, Mathematics and Business Studies. The course will particularly suit those pupils who are considering going into the construction or manufacturing industry or, who might be considering a career in engineering or, computer control (robotics). As well as being an academic subject, Design and Technology also teaches pupils practical skills, which will help develop real life skills.
The course is split into the following areas:
Pupils will spend a large proportion of the time studying and learning about the above areas but they will also look at certain aspects of Resistant Materials including woods, metals and plastics. Modern composite materials will also be studied.
Pupils will be engaged in several smaller projects in Year 10, when they will further develop their practical skills, as well as learning about designing products and completing their individual subject knowledge.
GCSE Food Preparation and Nutrition
GCSE Food Preparation and Nutrition focuses on both the practical and the scientific aspects of food. Pupils will learn about diet, nutrition and healthy lifestyles as well as understanding the chemical reactions that take place during cooking, in addition to the technical aspects of food preparation. The course will be split in two, with approximately half the time spent on designing and half the time on making. There are cross-subject links to be found with science, mathematics and business studies. The course will particularly suit those pupils who are considering going into food-linked careers such as nutritionists, dieticians, food technologists, chefs and caterers. As well as being an academic subject, Food Technology also teaches pupils practical skills, which will be necessary for the rest of their lives.
The course is split between understanding the theory surrounding food and the scientific nature of food preparation. Pupils will look at the invention of new foods, smart materials and the chemical reactions that take place during cooking. Practical work forms an important element of the course, with lessons involving high impact skills.
In Year 10, pupils begin by undertaking several small projects to develop their practical skills, and will learn about designing products and the industrial world of manufacturing. Year 11 will undertake two different Controlled Assessment projects.
Our curriculum across both KS3 and KS4 is driven by our intent: to create real readers, real writers and real critics, who understand the power, appreciate the power and can use the power, of the written and spoken word.
Through our decisions about curriculum structure and content, we aim to take students on a journey which will ignite and foster a passion for speaking, listening, reading and writing. We want our students to truly appreciate the magnificent power language possesses. We want them to see how it can be used to make a reader or listener FEEL, how it can cause them to think and ask big questions. We want them to feel a sense of awe and wonder at how skilled those writers and orators are, who are able to command this power so that ultimately, they can BE those writers and orators and use those skills – both in examinations and beyond. Further – and crucially – we want our students to become fully rounded, empathetic, understanding human beings whose own experiences and lives are illuminated as a result of exposure to the ‘universality’ of themes and ideas explored within texts.
KS3 – English Language & English Literature
In Year 7, our Schemes of Learning are built around our ‘Big Questions’ and our aim is to ensure pupils can identify and engage with the ‘Big Ideas’ writers explore and present within their texts.
Are monsters real?
How do authors use the power of words to reveal ‘monsters’ in the world?
What are the origins of storytelling?
What powerful lessons do fairy tales teach us?
Can powerful messages be sent using only a few words?
Is poetry more powerful than prose at making you think and feel?
Do these powerful messages cross boundaries of time and place?
Are Shakespeare’s words still powerful to a modern audience?
Is it only literature that has power?
Can the power of words be used in the real world?
In Year 8, our Schemes of Learning build upon this, and now as well as being attuned to understanding the writer’s messages to a reader, we seek to develop pupil ability to dissect the palette of language devices a writer draws upon to successfully craft these messages, learning how to analyse and critique with confidence.
Are texts a mirror held up to society?
How do authors use the power of words to reveal the good and bad in mankind?
Do poets have a different ‘power palette?’
What makes poetry so powerful?
Is there power in comedy and can it cross boundaries of time and place?
How can comedy be powerful and still make us think and feel?
Is all non-fiction true?
How can you use the power of words to question the truth?
Are rules important in texts?
Is ‘structure’ as powerful a tool as language?
Year 9 builds upon learning undertaken in Years 7 and 8, and now also seeks to help pupils understand the role a given text’s social, historical and cultural context plays, in shaping a reader’s response. We also seek to further develop pupil’s own mastery of the writer’s palette, studying a novel, thematic short story unit, creative writing unit and non-fiction unit, before beginning to turn to the KS4 Literature text list.
KS4 – English Language & English Literature – The ‘Big Ideas’
In years 10 and 11, our pupils follow the AQA GCSE Language and Literature examination syllabus. We study our core texts, weaving together all of our prior learning, enabling pupils to confidently engage with the way writers from the literary cannon shape and convey their ‘big ideas’, linked to Power, Conflict, Love, Class and Gender.
At Yavneh we aim to create curious, capable, collaborative and intrinsically motivated geographers. We provide students with a Geographical context for their lives, both in terms of the UK and the links with the wider world. We help student to discover the knowledge necessary to make informed Geographical decisions on current issues facing the UK and the wider world, using evidence and theory. Our aim is to create ‘worldly’ students, with the knowledge and understanding of the world to make future decisions as citizens of the UK while being fully aware of their global responsibilities.
Key Stage 3
A year 7 geographer’s journey begins with learning about the locational geography of the UK, acquiring skills such as map reading and the presentation of data. They also build on their knowledge of place by analysing the human and physical factors of an area such as the geology and evolution of coastal systems. In their studies of human geography, the students will learn about water and resource management within the UK, and begin to evaluate the challenges and opportunities that UK citizens face such as poverty and water scarcity. By the end of year 7 geographers will have emerged from being describe and explain a range of factors, developing into secure geographers where they will be able to apply the skills of analysis and show mastery by learning to evaluate effectively.
Our Year 8 journey continues with an investigation into global physical hazards and students will gain a perspective on climate change. Our study of human geography involves gaining an understanding of the distribution of global wealth and the challenges and opportunities presented by urbanisation. Students will develop a range of geographical skills such as the ability to read maps, describe the location of places as well as interpreting and using data. We strive to engender a love of learning that will see students continue their geographical journey into GCSE, A Level and beyond. We envisage students developing a mastery of geography so that they can become responsible global citizens and life-long learners.
At Yavneh, we aim to provide students with a historical context for their contemporary lives and to provoke and satisfy historical curiosity. In addition, this course will provide the knowledge necessary to understand and embody British values and a sense of citizenship whilst providing the contextual knowledge and develop the skills necessary to succeed at GCSE.
Our learning journey will be realised through enquiry led learning which will provide students with the opportunity to co-operate and collectively investigate a wide range of historical topics. Through this students will be inspired by the myriad stories that history has to offer.
Key Stage 3
Our Key Stage 3 History journey begins in year 7 where students consider whether Great Britain deserves its name. Students start by learning how the Normans conquered England, before choosing who Britain’s most significant monarch was in the years 1500-1700. After this students delve into modern history to investigate whether the Industrial Revolution truly led to progress. Next they decide ‘Who was the greatest Briton?’ and finally students will seek to uncover whether Britain should be ashamed of its imperial past.
At year 8, this journey moves into the 20th century with students learning about what caused World War One, how World War One was fought and how Russia became the world’s first communist country. After this, students will decide whether Hitler was the main cause of World War Two and will learn about the most significant moments of the Second World War.
Through these topics students will learn how to describe and explain what caused events, how to identify change and continuity, how to understand whether something is significant, how to assess the usefulness of sources and how to understand historical interpretations. Students will also begin to be able to evaluate and draw judgements out of their learning.
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.
We celebrate the Chagim in a variety of ways including:-
Our school moto ‘Olam Chessed Yibaneh’ (a world built on kindness) is brought to life through our many volunteering programmes:-
Some examples of IJE Enrichments are:
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 is 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!
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.
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.
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.
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 as well as a voluntary maariv service in the winter months. For those pupils that attend the morning minyan, a morning shiur is offered which looks at an array of topics. Parents are most welcome to attend the morning minyan. 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.
Aims of our Curriculum
Intent – to provide students with the tools to understand the Jewish view of the origins of the world and their place in it; the importance of the patriarchs, matriarchs and other role models from whom so much is learnt that is relevant to students’ lives; to cultivate a love of Torah learning and mitzvah observance, a desire to enquire both in school and independently and an appreciation of chavruta-style learning; to offer a Jewish context for their contemporary lives, including the origins and importance of the Land of Israel; to encourage the development of Hebrew language skills to aid textual understanding and interpretation; to understand the importance of respect for difference, whatever form that takes and of personal, social and communal responsibility; to build a firm foundation of knowledge from which to progress successfully to and within KS4.
Implementation – the curriculum is to be implemented through exciting and engaging lessons, with cross-curricular input from other departments; motivational learning to inspire and trigger enquiry; ongoing assessment to support success for all; opportunities for collaboration, particularly chavruta-style.
Impact – students will have gained a thorough grounding in Jewish thought and belief; an understanding of the importance and continued relevance of Jewish heritage and identity; the ability and desire to transform Jewish learning into practice; an appreciation of the centrality of the Land of Israel and of community.
Formal Jewish Education
Key Stage 3
‘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 Jewish History lesson. All pupils also have the opportunity to attend the ‘After School Bet Midrash’ on a Thursday evening, which helps pupils develop their textual skills.
All students are taught through a broad range of activities designed to develop a variety of literacy, social and mental skills. Below is a list of some of the skills pupils will develop in Jewish Studies at KS3:
|Literacy Skills||Mental Skills||Social Skills|
|Ability to complete a range of short, medium and long answer questions.||Stay focussed and clearly want to improve||Lead a small group in class activities|
|Reading the text in both Hebrew and English.||Volunteer for questions or demonstrations||Evaluate own, a partner’s or group’s work|
|Analyse texts and develop opinions on the text.||Solve problems as an individual and as a group||Able to suggest improvements for own, a partner’s or group’s work|
|Compare and contrast different mefarshim (commentators) on varied pieces of text.||Identify own strengths and weaknesses||Use verbal and non-verbal communication|
|Describe and explain effective strengths and weaknesses about work||Support the teacher in leading a lesson|
|Showing resilience and determination to complete challenging tasks||Work well in small groups|
|Evaluate a performance and identify WWW and EBI||Work well and take lead of larger groups|
|Can listen to others|
Progress of all pupils in Jewish Studies 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 improvement.
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 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 run a Basic Jewish Knowledge. 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. In addition, those pupils in the Bet Midrash track, delve deeper into the Jewish texts behind the laws and chagim as well as begin to learn different sugyot.
Once pupils have completed this course, they start looking at some of the big questions faced by religion as well as studying Mishnah. In Year 7, pupils learn selected Mishnayot as well as gaining an understanding of the structure of the Oral Law. The Mishnayot chosen for study are based around mitzvot; when, why and how they should be completed. In Year 8 & 9 Talmud begins by continuing the learning of Mishnayot from Masecehet Berachot. Topics include when it is time to say the Shema and having Kavanah when performing mitzvot. During the second half of the year, pupils graduate from Mishnah and start to learn Gemara. Pupils study ‘mini sugyot’ (sections) of Gemara. These sugyot have been specifically chosen to be of interest to pupils and to allow them to build and develop their Gemara skills. In addition to studying this mini-sugyot, pupils are taught key vocabulary that is common to all sections of Gemara. The pupils are shown how the practical side of the laws were formulated and given the opportunity to see how they can relate to this in modern day.
Our 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 and the lives of King Shaul and King David.
Key Stage 4
At Key Stage 4, pupils complete their Religious Studies iGCSE 4RS1 that is underpinned and assessed by Edexcel. There are two components for this iGCSE. Paper 1 looks at Beliefs and Values. This gives pupils the opportunity to look at some philosophical topics such as, the Universe, Creation, the place of Human Beings as well as Life and Death. In addition to this, pupils also study some ethical topics such as, Peace and conflict, Rights, Equality and Social Justice. In Paper 2, pupils look more closely at Judaism and the Religious Community. Pupils focus on the Origins and the Impact on the Community, Celebration and Pilgrimage as well as Worship and Practice.
The curriculum outlined 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.
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. More advanced pupils will follow the Bet Midrash (BMT) KS4 programme. The BMT track offers the opportunity for pupils to learn the iGCSE at a slightly faster speed to then be able to grapple with the topics and delve deeper into a mixture of Tenach, Talmud, and Halacha as well as some understanding of the classic works of Jewish philosophy, which will broaden their knowledge and skills and stretch their learning.
Key Stage 3 Vision Statement
To secure and develop a depth of understanding in maths that engages and challenges pupils. We incorporate building skills in an already knowledge rich curriculum and aim to develop and apply problem solving skills by focussing on depth rather than acceleration. With depth will come fluency – noticing relationships between different topics to improve efficiency as well as develop reasoning skills. By including investigations and small projects pupils will see cross curricular links and see the use of the mathematical skills that have been acquired to beyond the classroom. By empowering the pupils, the aim is to give them a sense of enjoyment and purpose in mathematics.
We have adopted the Mastery approach, which takes the content and principles of the National Curriculum and intertwines it with successful education systems internationally such as Singapore. Working with our local maths hub is helping us grow the curriculum. The KS3 Scheme of Learning is designed to engage and enthuse pupils in maths where we aim to develop independent, reflective, resilient, life-long learners. Our maths Scheme of Learning is guided by the 3Is – intent, implementation and impact and promotes Growth Mindset dispositions. Our aim is that all pupils can achieve high standards in mathematics which the stretch activities that we offer will help to accomplish, along with a clear purpose for assessment. Pupils are encouraged to have autonomy and take ownership of learning as well as develop a love for learning. The Home Learning Booklet for year 7 is designed to give pupils a choice in their learning and for pupils to be able to focus on their needs as well as being able to complete tasks that they enjoy.
KS3 pupils are taught in two bands for Mathematics. Movement between sets is decided by looking at the performance in tests and end of year examinations. The curriculum content is divided into:
These topics are taught through:
We aim to develop pupils who will be resilient and are able to tackle open-ended problems. By following the National Curriculum pupils will become fluent in the fundamentals of mathematics, reason mathematically by following a line of enquiry, conjecturing relationships and generalisations using mathematical language and can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication.
To meet the requirements of the curriculum the pupils have 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. In addition to this the pupils have Hegarty Maths which encourages hard work and developing intrinsic motivation for our students where they can build on their prior learning and pupils can work on their knowledge retention.
Home learning is set three times every two weeks. Progress is assessing some tasks but mainly by tests and the end of year examinations. Through life after levels pupils can see what topics they need to focus on in order to become mastery in every topic.
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).
Key Stage 4
SYLLABUS: EDEXCEL 1MA1
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.
The curriculum content is divided into:
The GCSE is demanding and includes a few topics previously only taught in the old AS level. The GCSE is graded 9 – 1. 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.
Home learning is set three times a fortnight. Pupils have access to Hegarty Maths to aid their revision.
Low stakes quizzes help pupils with knowledge retention and give them greater clarity on what topics they need to revise. They are designed in a way that encourages metacognition and focuses on misconceptions and how to correct them.
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 mathematicians working at an advanced level are offered the opportunity to take Additional Mathematics (Syllabus: OCR FSMQ 6993). These lessons usually take place once a week during lunchtime during year 10 and year 11.
The MFL department aims to create and develop enthusiastic and independent learners. We are committed to establishing a learning environment that encourages students to feel confident about taking risks and developing informed opinions about the wider world.
We want students to reflect on and improve their skills, ask questions and enjoy challenge in the classroom. We wish to maximise the achievement and progression of each pupil by developing mutual respect, trust and co-operation between pupils, staff and parents.
We see the study of a modern foreign language as vital, as languages are part of the cultural richness of our society and beyond. Learning languages contributes to mutual understanding, the idea of worldwide citizenship and our individual fulfilment. It develops an awareness of similarities and differences in populations, countries, communities and cultures and is particularly important for the times in which we live.
We see the ability to understand and communicate in another language as a lifelong skill for education, leisure and employment in this country and throughout the world. Competency in a foreign language enhances the employability skills of our pupils once they leave Yavneh.
Language learning in the classroom offers opportunities for pupils to become increasingly familiar with the sounds, written form and grammar of a modern foreign language. It helps them understand what they hear and read, and to express themselves in speech and in writing. It assists the development of their language skills and language-learning skills, so that they become increasingly independent learners and users of any language they choose. It develops their listening, concentration and social skills through partnership and group work. It uses ICT to access and communicate information. It improves standards across the curriculum, as there are links in the schemes of learning to inclusion, literacy, numeracy and metacognition. It forms a sound basis for further study in KS4 and beyond.
French and Spanish
Key Stage 3
Typically in Year 7 half of the year group study French and the other half Spanish, for three hours in each two-week cycle. In Year 8, pupils continue with their allocated language. By the end of Year 8 all pupils will have studied their allocated language for two years. In Year 9, many pupils will select one of these languages to take on 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 and pair work. The activities help pupils learn to be confident in their interactions 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 ICT facilities and use computer games and language learning programmes together with text and workbooks 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 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. The topics covered are:
In Key Stage 4, pupils study French or Spanish for five hours over two weeks, with homework of at least an hour 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 and we encourage pupils to become independent learners.
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.
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):
Key Stage 4
By choosing to learn Modern Hebrew for GCSE, candidates will expand their knowledge of the language of Israel and that of millions of people in Jewish communities worldwide. Students will be tested on listening, reading, speaking and writing in four separate exams at the end of Y11. They will also develop transferable skills relevant to further studies and future work. The range of topics within the specification aims to inspire students who are interested in Israeli life and culture.
The exam board is AQA.
The topics we cover are divided into three themes.
Theme 1: Identity and culture
Theme 2: Local, national, international and global areas of interest
Theme 3: Current and future studies and employment
In KS4 from Year 9 until Year 11, students have 5 lessons in a two-week cycle. We use a variety of teaching methods to help students develop all four languages skills. We encourage them to become independent learners by showing them ways to make vocabulary stick. We assess students regularly by using self-assessment, peer assessment and teacher assessment. The speaking exam is conducted internally and is assessed externally as are the other three exams. The students can sit higher or foundation level according to their abilities. There are two tiers of entry, Foundation and Higher.
The Department provides a broad and balanced Physical Education Curriculum at Key Stage three and four. This is inspired by the national curriculum for PE.
Aims of our Curriculum
Intent – To provide pupils with the opportunity to develop and refine a wide range of skills, including physical, mental and social skills. They will experience this in different competitive sports and physical activities. The curriculum will provide them with knowledge, and develop the skills necessary to succeed at GCSE and BTEC Sport.
Implementation – The curriculum is to be implemented through engaging lessons, enrichment programme, a broad and vast extra-curricular programme, effective assessment and the opportunity to work individually and collaborate with others.
Impact – Pupils will have gained an understanding of different physical, mental and social skills; pupils will have gained an understanding of different sports and physical activities; pupils will have gained umpiring or officiating skills; pupils will have gained confidence and developed leadership skills; pupils will have gained the ability to transfer these skills and attributes into other aspects of their lives.
Key Stage 3
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, physical performance skills. Below is a list of some of the skills pupils will develop in PE at KS3:
|Physical skills||Mental Skills||Social Skills|
|Complete fitness tests at maximal level||Understand the importance of warming up||Lead a small group in warm up|
|Perform basic sporting skills e.g. catching and throwing||What is included in a three phase warm up||Evaluate own, a partner’s or group’s performance|
|Perform complex sporting skills e.g. a jump shot in handball||Know how to measure Heart Rate||Able to officiate activities|
|Link skills together e.g. dribbling then shooting without slowing down||Stay focussed and clearly want to improve||Able to suggest improvements for own, a partner’s or group’s performance|
|Complete skills consistently and accurately||Volunteer for questions or demonstrations||Use verbal and non-verbal communication|
|Implement tactics and strategies||Solve problems as an individual and as a team||Support the teacher in leading a lesson|
|Outwit opponents effectively||Identify own skill strengths and weaknesses||Work well in small groups|
|Create interesting and different dance and gymnastic routines||Describe and explain effective strengths and weaknesses about performances and tactics||Work well and take lead of larger groups|
|Set ambitious realistic goals||Enquire about the differences and effectiveness of different methods of training||Can listen to others|
|Showing resilience and determination to complete challenging activities|
|Evaluate a performance and identify WWW and EBI|
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 areas for development 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 concerning the physical, social and mental components of the subject.
Key Stage 4
All pupils participate in at least 1 hour of practical PE per week at Key Stage 4. In Key Stage 4, we aim to build on the broad experiences provided in KS3 and 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. Units of work are based on the National Curriculum and are adapted to the individual needs of our pupils. Pupils also have an opportunity to design and develop their own curriculum maps and take control of their own learning, ensuring that it is pupil focused and inclusive.
Key Stage 4 Activities (an example)
Tournament creation (variety of sports)
Table tennis/table tennis umpiring
Pupils that show leaderships skills in lessons are able to develop and improve them through our primary school links. This can involve supporting and running an indoor athletics competitions or delivering engaging practical lessons in Yavneh College Primary School. If pupils complete external courses (i.e. refereeing) we can facilitate pupils completing the required hours needed to complete their courses.
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, 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 explain the effect that 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 1-9. 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 be 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 1-3; Level 2 Pass = 4-5; Merit = 5-6; Distinction = 7-8; Distinction* = 9.Download Curriculum
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:
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:
The Science department offers a curriculum that builds on science learning from KS2 and continues to develop key concepts throughout KS3 and 4 as well develop practical and thinking skills.
It is our desire to help fuel the next generation with a passion for science, to build their Science capital, so they feel that science ‘is for me’. To allow everyone the opportunity to develop a scientific mind as well as being able to develop their practical skills for scientific investigation.
To develop motivated, independent, resilient learners. Science will develop problem solvers, with a solid understanding of key scientific concepts and the ability to apply their knowledge to unfamiliar situations.
Intent – To teach key scientific concepts in a logical sequence based on prior learning, to build in depth understanding of these concepts and to develop practical skills and higher order thinking skills. To ensure students can apply their knowledge. The Science curriculum will also actively support literacy and numeracy.
Implementation – Science is taught by subject specialists who are passionate about science. Lessons are engaging and challenging with support provided where necessary. There is a wide mix of teaching strategies and a focus on practical work wherever possible. Assessment is regular and timely, allowing teachers to follow the progress of all students.
Impact – Students will have gained a broad knowledge of key concepts in Science. They will be aware that scientific ideas are constantly changing and they will be interested in scientific innovation. They will have gained the knowledge, thinking skills and practical skills to be successful academically and to see themselves studying science in further education or pursuing a scientific career.
During KS3 we aim to stimulate pupils’ interest in the natural world. To build upon every child’s natural curiosity and develop their ability to question how and why natural phenomena exist. We seek to help pupils understand that science is a subject which is always evolving as new ideas and theories are developed and tested and that facts cannot simply be learned from a book.
Our aim is that every pupil understands the relationship between humans and natural phenomena including in the fields of medicine, technology and environment.
We aim to equip every pupil with the skills and scientific dispositions they will require in their everyday lives and future scientific study.
We hope that they will develop an enthusiasm for, and wider interest in, the sciences beyond the taught curriculum.
|Knowledge||Thinking Skills||Practical Skills|
|Content is under 10 big idea headings: Forces, Electromagnetism, Energy, Waves, Matter, Reactions, Earth, Organisms, Ecosystems and Genes. Each idea contains four smaller topics: the building blocks for the big ideas.||
Pupils learn to:
Communicate: consisting of constructing explanations, communicating ideas, using models, critiquing claims and justifying opinions.
Enquire: consisting of devising questions, testing hypotheses, planning to control variables and collecting data.
Solve: consisting of estimating risks, examining consequences, interrogating sources and understanding how scientific ideas change over time.
Pupils will understand that scientific advances have been possible through the scientific method and they will test hypotheses and carry out experiments.
How to use specialist equipment to visualise natural phenomena.
Progress of all pupils in science 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 assessment folders 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.
At KS4 students study either three separate science GCSE’s (Biology, Chemistry and Physics) or Combined Science: Trilogy (equivalent to two GCSE’s). The exam board is AQA.
All examinations are terminal, taking place at the end of Year 11 only. GCSE Combined Science is worth two GCSEs and this will be reported on their certificate as two grades. For Triple Science the students will do separate GCSEs in Biology, Chemistry and Physics.
Students continue to build on the skills and knowledge gained during KS3. Topics are broadly under the same 10 big headings as year 7 & 8. If students take Triple Science they will cover some extra content but the key scientific concepts covered remain the same
Below is a summary of the knowledge and skills that student will cover through the course.
|Knowledge||Working Scientifically||Practical Skills|
|Key areas of study:||Development of Scientific thinking: Understanding how methods and theories develop over time, using a variety of models, considering ethical issues, evaluating risk, sharing data and peer review.||Students continue to develop their practical skills and will learn to master a series of apparatus and techniques by carrying out 21 required practicals, 7 in each Science.|
|Forces: Forces and their interactions, work done and energy transfer, forces and elasticity, forces and motion. momentum||Experimental skills and strategies: Develop an test hypotheses by planning experiments, making observations, using apparatus correctly and safely||Examples include:|
|Electromagnetism: Permanent and induced magnetism, magnetic forces and fields and the motor effect.||Analysis and evaluation: Presenting observations using tables, diagrams, bar charts and histograms, identifying patterns and trends and offering explanations relating data to hypotheses.||Use of apparatus to make and record a range of measurements accurately.|
|Energy: Energy changes and stores, conservation and dissipation of energy, energy resources, electricity – circuits, domestic uses and safety, power efficiency and the National grid||Scientific vocabulary, quantities, units, symbols and nomenclature: Use scientific vocabulary, terminology and definitions. Use SI units (e.g. kg, g, mg; km, m, mm; kJ, J. Use prefixes and powers of ten for orders of magnitude (e.g. tera, giga, mega, kilo, centi, milli, micro and nano).||Using microscopes to make observations of biological specimens.|
|Waves: Waves in air, fluids and solids, electromagnetic waves and their properties.||Safely using a range of equipment to purify or separate chemical mixtures|
|Matter: Atomic structure, the periodic table, bonding, structure and the properties of matter, quantitative chemistry.||Measuring motion, including determination of speed and rate of change of speed.|
|Reactions: Chemical changes, energy changes in reactions, the rate and extent of chemical change, organic chemistry and chemical analysis.|
|Earth: Chemistry of the atmosphere and using resources.|
|Organisms: cell biology, the organisation of living things including transport systems in animals and plant, infection and response, bioenergetics , homeostasis and response.|
|Ecosystems: Adaptations, interdependence and competition, organisation of an ecosystem, biodiversity and the effect of human interaction on ecosystems.|
|Genes: Sexual and asexual reproduction, meiosis, DNA and the genome, genetic inheritance, variation, evolution, selective breeding, genetic engineering.|
Throughout the 3 year course students are regularly assessed in class through questioning, live marking, self and peer assessment as well teacher feedback for key pieces of home learning and regular topic tests. The aim is to prepare students to answer exam questions successfully and give them plenty of opportunity to reflect on their learning through ‘next steps’ tasks.
To support their learning students have access to Kerboodle – an online platform that allows access to digital textbook and a whole suite of resources for revision and practice.
For Combined Science:
At the end of the course students will take 2 papers in Biology, Chemistry and Physics – a total of 6 in all. Each paper lasts 1 hr 15 mins and is worth 70 marks. Papers will include multiple choice, structured, closed short answer and open response questions. The mark across all 6 papers is then used to calculate two GCSE grades.
For Biology, Chemistry, Physics:
Students will take 2 papers for each science. Each paper lasts 1hr 45 minutes and is worth 100 marks. Each paper is 50% of the GCSE.
Key stage 4
BTEC, unlike GCSE is a vocationally related qualification, 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 Tech Award in Enterprise
This course includes 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. Students will look at how businesses are started and how to run a successful business.
BTEC Tech Award in Travel and Tourism
This course includes units about travel and tourism organisations and the factors that influence global travel and tourism. The students will learn how tourism impacts the economy in the United Kingdom and across the world. They will also examine data showing the impact of tourism on a local area, learn techniques that governments use to encourage tourism and understand the environmental impact of globalisation. Students will look at how organisations have been impacted by the Covid-19 crisis and what must be done for them to recover.