Curriculum

4 years full-time sandwich

Year 11 – The Core Subjects
I enjoy travelling tells cheap vital erotic torrent Lone joins the bank from Commercial Bank of Qatar where he was the Doha-based head of wholesale banking. 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. So I thought I'd never hit a shot like that professionally. I have maybe in practice with my eyes closed, but never conscious have I hit a shot like that. Sites and Google Sites have been close for several months, and there is no one single factor that caused Yahoo! That's because although nicotine is the addictive ingredient in cigarettes many experts do not think it is especially harmful. Traders juggle telephones andcommunicate in archaic hand signals.

JOE'S BUTLER


If applicants are made an offer of a place, they will be invited to visit the department giving them the opportunity to meet staff and students, see facilities and get an insight into what it is like to be a student at Loughborough. Typically, we would require a score between For students from Queensland, requirements from the Overall Position OP would typically be between 8 and 4.

Further to the above, students would normally be required to pass one of the following qualifications:. Where courses have specific subject requirements, these will be expected to be studied within one of the above qualifications.

Please see the Approved Qualifications table on the English Language page for further details. Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education.

Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Specific subject marks may be required for some courses and where this is the case, this should be studied as a 4 hour subject. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.

Typical offers for students from Canada are based on having completed Grade The information below outlines the requirements for different states:. Alternatively, we will accept a first year of study at a recognised university of appropriate standing within China as acceptable for entry to the first year of some of our degree courses.

Please contact the International Office who can advise on acceptability for entry to Loughborough courses.

The Apolytirion is not accepted for direct entry to the University when studied on its own. However, we are happy to consider students taking the Apolytirion alongside either 1 or 2 A Levels. Where courses require specific subjects, these must be taken at A Level. Students taking the Apolytirion without additional A Levels will need to complete a suitable Foundation Year. Loughborough University has its own Foundation Year , alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.

Specific subject marks may be required for some courses. When applying, please state whether you are taking English as Language 1, 2, 3 or 4. Students taking the Abitur typically require an overall score ranging from 1.

Students taking the Greek Apolyterion are normally required to also take the Panhellenic Exams. Typical offers are based on the General Access Grade in the Panhellenics and range from Students applying for Science or Engineering courses would generally be expected to have followed the Sciences direction. We will also normally ask for a mark between Where courses have specific subject requirements, these should be taken as A Levels.

Students taking a Foundation course alongside the Apolyterion will be considered on a case by case basis. Students who have studied the Ijazah: Please note that we do not use the Optimal Average and do not consider bonus points as part of our offers.

Alternatively, we will accept a first year of study at a recognised university of appropriate standing within Japan as acceptable for entry to the first year of some of our degree courses. Students with a score of 8.

Students taking the Baccalauréat Général will need to complete a suitable Foundation Year. Where courses require specific subjects, we would typically require these to be taken as state exams. Where courses have specific subject requirements, these should be studied at Level 3 within the NCEA. Typically, an overall achievement of Merit or Excellence will be required in these subjects. Please see the undergraduate prospectus for specific course requirements. Second year entry may be considered in some cases.

Please contact the International Office to check if this is applicable. Please see the Approved Qualifications table for further details. Students taking the following qualifications would be considered for direct entry to undergraduate courses: Alternatively, Junior College Diploma holders may be considered on a case by case basis for entry to undergraduate courses.

Applicants who have taken 2 AP Exams from the above list and at least 2 other AP Exams will normally be considered but are advised to contact their chosen Department in advance. The University uses contextual data in the admissions process to provide insights into the context in which your academic qualifications have been achieved. This may influence the typical offers listed above. Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, IT equipment and other support services.

University fees and charges can be paid in advance and there are several methods of payment, including online payments and payment by installment. There are high levels of employment for our graduates across a range of sport, exercise, health and well-being and traditional graduate jobs. Sports-related positions our graduates have taken up include: Sports organisations employing Loughborough graduates include: The emphasis on transferable skills communication, project work, organisation has enabled graduates to enter a wide variety of graduate-level positions within other sectors, including health, education, finance and management.

Your time at Loughborough University will form a launchpad from which you can build an exciting career. Our award-winning Careers Network team is here to help and support you, offering everything from CV workshops, one-to-one advice sessions and mock interview practice sessions to high-profile employer events. Start making those lasting memories and join the Loughborough family.

Get the support you need to achieve your ambitions. We offer lots of services and opportunities, all designed with you in mind. Loughborough really is for life. See what else we have to offer. Start date 30 September Subject area Sport, Exercise and Health Sciences. Additional award Study abroad Placement year. Overview Sport and exercise is a huge and rapidly expanding global industry, while levels of public fitness and health are important issues high on the political agenda.

Course brochure Adobe PDF. Why you should choose us 1st in the world for sport-related subjects QS World Rankings Gold for teaching excellence Teaching Excellence Framework. Why you should study this course The extensive range of high quality teaching facilities and resources within the School of Sport, Exercise and Health Sciences makes it an excellent place to study.

What you'll study Excited to learn more? Year 1 Year 2 Final year You will embark on a compulsory first year which provides a platform for future years. Foundations of Sport and Exercise Psychology Core Foundations of Sport and Exercise Psychology The aim of this module is for the student to examine a variety of contemporary topics in sport and exercise psychology. Integrated Professional and Applied Skills 1 Core Integrated Professional and Applied Skills 1 The aims of this module are for students to be introduced to topics, concepts and ways of thinking that require an integration of knowledge from different areas of sport and exercise science.

Current Themes in Sport and Exercise Psychology Optional Current Themes in Sport and Exercise Psychology The aim of this module is to develop students understanding of key theoretical perspectives that explain sport and exercise behaviour.

Research Project Core Research Project The aim of this module is to provide students with an opportunity to select, design and conduct a research project in a topic relevant to their development and programme. Nutrition for Sport, Exercise and Health Optional Nutrition for Sport, Exercise and Health The aim of this module are for students to demonstrate a more advanced and critical understanding of the impact of diet and nutritional supplements on human performance and health.

Advanced Sports Biomechanics Optional Advanced Sports Biomechanics The aim of this module is for students to demonstrate a more advanced and critical understanding of the theoretical and practical approaches and models that underpin sports biomechanics. Advanced Motor Control of Sports Movements Optional Advanced Motor Control of Sports Movements The aim of this module is for students to demonstrate a more advanced and critical understanding of the theoretical and practical approaches to the study of human movement with particular reference to sports movements.

Applied Psychology in Competitive Sport Optional Applied Psychology in Competitive Sport The aims of this module are for students to demonstrate a more advanced and critical understanding of the psychological issues, strategies and skills that are relevant to individual and team-focused services in competitive sport; and to develop the professional characteristics and vocational skills required of an effective sport and exercise psychologist.

Applied Exercise Psychology Optional Applied Exercise Psychology The aim is to provide students with an understanding of the practical applications of exercise psychology through the study of real-world examples of dissemination and intervention. Sandwich year options If you take the DPS or DIntS programmes, you will spend your third year on placement in an approved occupation or studying at an international university relevant to your degree.

Additional award By undertaking a year in placement or a year abroad, you will gain an additional award alongside your final qualification. 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.

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. 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.

Homework is set twice a week and is marked by the teacher. A small group of very able pupils are offered the opportunity to take Additional Mathematics Syllabus: These lessons take place once a week during lunchtime.

AS of September 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. 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.

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. 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. The Speaking Examinations are conducted internally but all examinations are externally assessed. There are two tiers of entry, Foundation and Higher.

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:. 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.

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

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:. 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.

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. 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. Each exam consists of multiple-choice, short-answer and longer-answer questions.

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.

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. 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. 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.

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

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.

The skills that the students will learn include: 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. 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. Teaching and Learning Outstanding teaching is at the core of life at Yavneh College.

Art The Art Department at Yavneh College provides pupils with a vibrant and stimulating environment for learning. 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: 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.

Koshi Terra windchime