Curriculum

JOE'S BUTLER

Year 11 – The Core Subjects
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This is a new course which has been started in September 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.

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. In this subject, pupils further their knowledge of woods, metals, plastics, composites, and smart materials.

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. Graphic Products focuses mainly on three groups of materials: 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.

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.

Imaginative writing is also taught, as well as writing for purpose, and oral skills. 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. 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.

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. The course is broken down into three papers. 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.

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.

Year 7 begins with a unit of lessons on key historical skills which includes a baseline skills assessment. 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 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. 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. As of September the course is broken down into three papers. This comprises a thematic study of Crime and Punishment in Britain, c—present and a study of a historic environment of Whitechapel, c—c It is worth noting that unlike previous incarnations the new GCSE syllabus does not include a unit of coursework or controlled assessment.

We strongly believe that our IJE activities complement the formal curriculum, delivering a rounded positive Jewish experience to our pupils and bringing Judaism to life. Israel Society Have you ever been to Israel? Would you like to go to Israel? Do you want to know more about Israel? Find out all about Israel, the people, the places, the culture, the food and the fun!

Want to try your hand at broadcasting? Each week you will create a part broadcast to inform other pupils about what is going on at Yavneh College.

Ranging from Chagim and Charity events to interviewing teachers and pupils, this is your chance to be a part of Yavneh media.

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. Movies and Morals There are many ways in life that we can learn things and one way is from television. In this enrichment we shall be watching clips from television shows and films and looking at the moral and ethical lessons that we can learn from these films.

We shall be looking at films and exploring the Jewish sources of topics including the death penalty, saving lives and defining a hero. Israel Advocacy Course Tired of seeing Israel bashed in the news? J-Art Do you like art? Do you like being creative and having fun? If so this enrichment is for you. 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. Yavneh Sviva Bnei Akiva is coming to Yavneh! Yavneh Sviva will be a place to have fun, play games spend time with your friends and meet cool Bnei Akiva leaders while also learning a bit about Israel, Judaism and much more.

You never know you may also get some exciting treats! Look forward to seeing you there! Test your creativity, enterprising skills and your ability to sell a project with a series of fun and exciting activities. Each challenge will explore an element of Jewish Life so think outside the box and create a product people will want. For all budding entrepreneurs, this is the enrichment for you. Batmitzvah Club Calling all Year 7 girls!

Come along and learn about the meaning of Bat Mitzvah and share your own celebrations in a fun environment. 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.

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 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. 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. 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. 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.

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. 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.

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.

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.

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. 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.

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. 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. 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. The curriculum content is divided into:. There is a strong emphasis on number and problem-solving in years 7 and 8, and on algebra in Years 8 and 9.

The pupils use the main textbooks during lessons and each pupil has a smaller homework textbook which they use to complete homework. It also has the reputation of being dangerous and violent. Both of these factors lead to a high incidence of injuries.

Rugby is a tough, competitive contact sport which involves players tackling each other head on and using their full force to move the opposition. Contact occurs in scrums and rucks, as well as tackles on a player running with the ball. Field hockey presents numerous opportunities for injuries due to the fast paced, repetitive actions of the sport and the use of a long, hard stick and equally hard ball.

A high proportion of these injuries can be prevented by ensuring the correct protective equipment is worn. Netball is a non-contact sport, played mainly by women on a small, hard court. This reduces the risk of injury in the game. However, the fast paced, sudden change of motion and jumping aspects of the game can lead to a higher risk of certain injuries. Basketball is a fast paced sport involving the entire body in explosive movements to leap, bound, shoot and block.

Before all shots must be taken with one foot in contact with the ground. Cricket is a relatively slow paced and safe sport to take part in, providing the batsmen wear the correct protective equipment!

However, the slow pace can be a disadvantage as fielders especially, find it difficult to keep their shoulder and arm muscles warm to prevent injury, inbetween action.

Throwing places a lot of stress on the shoulder and elbow joints in particular. Throwing is a major component of many sports such as baseball, netball and basketball as well as a number of athletic events such as discus, shot putt, javelin and hammer.

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