Jewish studies is at the core of what we offer all our students, irrespective of their faith background.

Our core curriculum offer during and beyond the normal school day allows those who wish, to explore their Jewish faith, develop their understanding and take them confidently towards their Bar Mitzvah/Bat Chayill and beyond.

In Jewish Studies KS4 will be offered the chance of taking this GCSE in Religious Studeis. Throughout their studies, students will be equipped with knowledge, skills and an understanding of key texts and an appreciation of the contribution that Judaism has made to civilisation, that will ultimately enable them to understand who Jews are and why.

Our non-Jewish students will bring to lessons their own beliefs and thoughts that will be used to develop the richness of this curriculum offer. They will gain a strong understanding of Judaism as well as secure their own beliefs and faith through articulating it in this dynamic setting. Our Jewish students will be able to broaden their understanding and strengthen it through articulating it in dialogue.


The Mastery Curriculum breaks the key knowledge relating to each subject area into units with clearly specified objectives which are pursued until they are achieved

Year 7

Autumn Term:

  • History skills
  • Pre 1066: What did the Romans do for us?
  • They will practice GCSE exam-style questions and practice the skill of cause and consequence

Spring term:

  • Students will study the development of Church, state and society in Medieval Britain
  • The Battle of Hastings
  • The Black Death
  • They will practice GCSE exam-style questions and practice the skill of change and continuity, source analysis and extended writing.

Summer term:

  • Students will continue to follow the mastery course with an emphasis this term on Medieval Britain 1170 – 1300 and the study of key events including:
  • Medieval Murder Mystery
  • Was King John the worst king ever?
  • They will practice GCSE exam-style questions and practice the skill of significance

Key Historical skills: chronology, bias, interpretation, significance, provenance, research, source analysis, utility, argument, cross referencing and essay writing skills.

Assessment: one formal written assessment every half term and a homework project in the summer term.

Year 8 

Autumn Term

  • The development of Church, state and society in Britain 1350 -1745 in World Study.
  • The Peasants’ Revolt
  • The Wars of the Roses
  • How did Henry VIII deal with his problems?
  • Moments that changed the world – The Reformation

Spring Term

  • Ideas, political power, industry and empire: Britain, 1745-1901 including local history
  • How was “the empire on which the sun never sets” created?
  • Why was Britain known as the “workshop of the world?”

Summer term

  • The mastery curriculum will allow students to study a significant society or issue in world history and its interconnections with other world developments
  • From slavery to civil rights: what was the Black person’s experience of the USA?
  • Black Peoples of America
  • The Civil Rights Movement

Key Historical skills: chronology, bias, interpretation, significance, provenance, research, source analysis, utility, reliability, argument, cross referencing, making well-formed judgements and essay writing skills.

Assessment: one formal written assessment every half term and two homework projects.

Year 9

Autumn term

  • People who shook the world – a student enquiry into a number of significant people from history with an independent project completed on a chosen historical character
  • The mastery curriculum then continues in Year 9 and encourages the students to study challenges for Britain, Europe and the wider world 1901 to the present day.
  • The First World War: How did 2 bullets cause the death of 10 million people?

Spring term

  • How effectively did women’s suffrage groups campaign for electoral reform?
  • The rise of the Dictator’s
  • The Holocaust

Summer term

  • How roaring were the 1920s in the USA?
  • GCSE preparation and group project work on a topic of students’ choice

Key Historical skills: chronology, bias, interpretation, significance, provenance, research, source analysis, utility, reliability, argument, cross referencing, making well-formed judgements and essay writing skills.

Year 10 or 11 GCSE (One Year Course)


Paper 1

  • Russia 1894-1945
  • World War I

Paper 2

  • Norman Conquest
  • Medicine through time (Britain) 1000-today.

There are two papers and no coursework / controlled assessment. In paper 2 there is a 20 marks question on the Historic environment that accounts for 10 % of the total mark.  The topic of the question is released by the board every year so that teachers can prepare students.


At KS3 we cover an introduction to geography and basic skills – physical and human geography annotated sketching / describing a landscape, then rainforests / ecosystems / indigenous peoples, sustainable communities (inequality) census data / inequality within and between countries / development of UK settlements, farming / you are what you eat – geography of UK farming (ethics of fast food), plate tectonics (earthquakes and volcanoes). Recent additions

include a unit of study based on Antarctica as well as the geography of conflict, with more exciting, innovative areas of learning in planning.

At KS4 we follow AQA looking at geography of rivers/ landforms, coastal protection, plate tectonics – earthquakes and volcanoes, settlement and population – development of settlements / urbanization / population growth and economic geography / development – employment structure / fair trade.


Year 7: Students study a wide range of basic drawing skills in the first term, these include shape, tone, mark making and colour. Students then experiment with their new found skills and explore artists such as Escher, Van Gogh and Giacometti, which gives students the opportunity to explore drawing, painting and sculpting with a variety of materials. Student’s part-take in 2 lessons a week which gives the students enough time to develop their skills and experiment with their own artistic thoughts and ideas. Students explore analysing artists work to help them develop their own opinions and creative thinking in art.

Year 8: In year 8 students explore themes throughout their units of work. Each unit enables the student to explore a wide range of media, artists and techniques. The units enable students to be creative, analytical and critical in their artistic thinking whilst following a structured and varied curriculum. The units include a Pattern and mark making which gives the students opportunity to explore African culture. It gives students an insight into the time and patience it takes in order to create patterns. We look at the modern art movement of Cubism and analyse the concepts behind Picasso’s work. Students will produce large scale work as a personal response to Cubism. Our final unit will be a Graphic design unit based on illustration and storyboarding.

Year 9: Students begin to bring together all the skills learn in year 7 and 8 in order to become more independent in the way they think about work and in the creation of work. Students are expected to reach deeper levels of research when exploring artists and have the courage to be more experimental when developing work. They develop their analytical and critical skills by researching artists who pushed the boundaries of social norms. This includes Bridget Riley, Robert Delaunay and Op Art. Students will build a personal response using many different drawing techniques. The second unit focuses in pushing the student’s skills and techniques through observational drawing of bugs and other natural forms and developing the work into 3D sculpture, using various types of media.  The final unit focuses on the involvement of the GCSE exam where students will select their own starting point, research, develop and create their own ideas. Finally a personal response is to be created in a set time limit.


Key Stage 4

At GCSE level we teach the AQA Art and Design course, which is a broad-based course, extending all the knowledge and skills taught in lower school. Students will study their GCSE option over two years for three periods a week.

The course is assessed through two components

  • Portfolio 60% of GCSE
  • Externally set assignment 40% of GCSE

Componet1: Portfolio

Unit 1 Natural Forms: students will investigate Natural Forms around them and the work of different artists. They will make tonal and colour drawings as well as mixed media. They will study the form, shape, tone, light and shade of various natural objects. They will investigate the work of artists and how they make close up studies of natural forms and apply this process to their own studies. These investigations will culminate in a personal response, either 2D or 3D.

Unit 2 My World: Students will be introduced to the work of artists whose work is primarily book based, using journals to record ideas and mixed media to create personal illustrations, collages and montages. They will produce analytical research-based sketchbook pages based on these artists. Students will also produce a wide range of observational studies based on personal objects and experiences. They will use a wide range of 2D wet/ dry materials and 3D materials to explore ideas, produce samples, maquettes and work towards completing a final response, which will show connections between their own ideas and the work of other artists.

Component2: Externally set task 

Externally set task including 10 hours of supervised time. This unit follows the same process as the coursework units; research, artist studies, observational studies, initial ideas, development of ideas, samples and maquettes, continual reflection through annotation and then the 10 hours is used to create a final piece of art.

All units of work are marked under four assessment objects – development, experimentation, recording ideas and presenting a final piece.


Students at LJFS study English as a compulsory subject in KS3. In year 7 pupils are taught a programme tailored to their individual English needs. Skills based programmes and literacy application is studied, with a secondary focus on non-fiction and fiction texts.

Year 8 offers a thematic programme where each term the pupils have a specific topic to work on. These interesting and diverse topics range from Shakespeare and Crime and Punishment to Charity and Explorers. All of the schemes are designed to incorporate and build on the literacy skills developed in year 7 and which pupils will need throughout their English education. They maintain a key literacy focus, thus allowing them to access GCSE English skills in preparation for English literature and language at KS4.

Pupils read a variety books according to their reading age allowing us to monitor their reading progress.


Food and nutrition is a popular and highly enjoyable subject at LJFS. The study of food and nutrition fosters a wide range of desirable qualities. We strive to stimulate a lasting interest in nutrition, healthy eating and developing practical cooking skills. Students need to cooperate with one another and have a responsible attitude for health and safety. They should develop lively, enquiring minds, practicing recipes suitable for themselves and others.

Year 7

In year 7, pupils have the opportunity to complete a term and half in food preparation and nutrition, as part of their design and technology lessons. They will have the opportunity to develop their passion for food by cooking on a fortnightly basis. The aim of this year is to introduce students to a wide range of fresh ingredients, cooking skills and techniques. They will focus on safety and hygiene when preparing a variety of dishes as detailed below

  • Fruit salad
  • Pizza toast
  • Muffins
  • Apple crumble

Year 8

In year 8, pupils have the opportunity to complete another term and a half in food preparation and nutrition. If they have already completed a term of food in year 7 they will build on their skills progressing by making more challenging dishes that explore the function of ingredients and their role in a healthy diet. They will learn how to plan and make dishes that meet dietary needs at different life stages. This involves cooking great food that tastes amazing, saves money and, in the long run, will help students lead a happier, healthier life. Examples of dishes include:

  • Ratatouille
  • Pizza
  • Apple and Raspberry traybake
  • Stir fry

Year 9

In year 9, if pupils have completed food preparation and nutrition in both year 7 and year 8 they will have the opportunity to develop both their practical and theoretical skills and knowledge that will prepare them for the requirements of the GCSE.

They will be progressing to higher level making skills and the science of cooking. They will need to understand the function of ingredients in order to produce a high quality product.

Year 10

In year 10 or 11 students have an opportunity to study WJEC/EDUQAS Food Preparation and Nutrition. All areas follow the WJEC/EDUQAS syllabus which can be accessed at

The WJEC GCSE in Food and Nutrition equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages learners to cook and enables them to make informed decisions about food and nutrition and allows them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life.

Students enjoy the freedom to design their own product in an area that interests them.
There are clear pathways using Food Preparation and Nutrition GCSE , whether it be the A level or one of the many specialised courses in further education colleges. It has many links with other subjects including chemistry, biology, business studies and child development.



In years 7 & 8 students complete a varied curriculum consisting of traditional ICT skills and computer science topics. The work completed is designed to give students an introduction to computer science and allow them to gain basic skills for the to expand on in KS4. Some of the topics covered in KS3 Computing are:

  • Internet safety / security
  • Presenting information
  • Computing
  • Programming


Our philosophy in the Mathematics department is to stick with a topic until the student has a secure understanding of the necessary skills to succeed. We are never happy with students giving up on a topic and so we will support them until they have mastered each area of Maths before moving on to the next stages.

We recognise that some pupils will find the subject easier than others. Therefore we set pupils in ability groups from year 7 so that they are working with other students of similar ability. Students are tested every half term and this gives us the opportunity to monitor their progress closely and to ensure they are being taught in the most appropriate ways to maximize their progress.

We believe in the importance of basic mathematical skills and so all pupils in years 7 and 8 spend a significant amount of time working on the ‘maths toolkit’. This is asset of the 10 most important skills required to succeed in mathematics. We aim for all pupils to have secured all 10 skills by the end of year 8.


Students study Physical Education as a compulsory subject in all years at LJFS. In KS3, students are assessed on their ability to develop new skills, coach, officiate and improve competitive performance. This is achieved by students taking part in activities such as: Rugby Union, Netball, Basketball, Gymnastics and health related fitness. In KS4, students are able to choose

to complete the Level 1 and Level 2 Sports Leaders Award to experience leading primary school children through a basic sports session. This also helps to increase their confidence and develop communication and organizational skills.


The study of Resistant Materials enables students to mix technological knowledge and practical skills with creativity to design products for human needs. They should develop lively, enquiring minds, the ability to question and argue rationally and to apply themselves to tasks and physical skills, both on their own and in groups. Students will learn about current technologies whilst also thinking about the impact that future developments will have on our lives. Resistant Materials allows all learners to work in an exciting environment on a range of design and make projects including:

  • Sporting activity trophies
  • Helping hand
  • Mechanical toys


In year 7 and 8 pupils explore a wide variety of topics from the 3 sciences which broaden their investigative skills. Lessons comprise of a variety of practical work, group work, literacy, and numerical based learning. The main aim in KS3 is to move pupils on from knowing scientific facts to being able to understand the science behind the facts. The KS3 programme is enquiry led and builds up to studying GCSE sciences.


Students begin studying Performing Arts in year 7. During their lessons they develop their drama and music skills when studying a variety of topics, enabling them to work as a team and develop their confidence. This offers students an excellent skill set that prepares them for Music and Drama in year 8 and we offer both up to GCSE.

During year 8, students build up their knowledge of drama techniques and acting skills within lessons covering a variety of themes. We also offer private subsidised lessons in vocals, piano, clarinet, flute and saxophone.


Students study French in year 7 and throughout KS3. Pupils study a wide range of topics which help to provide them with the skills required for further study in the chosen language. Examples of the topics studied are as follows:

  • Introducing myself
  • Family and pets
  • Home and local area
  • French speaking countries
  • Fashion
  • Health
  • Food and restaurants
  • Holidays
  • Leisure activities

Pupils learn the basic grammar which will help them prepare for languages at GCSE level.


Modern Hebrew is offered as a modern foreign language and as an integral part of our Jewish Studies Curriculum.

Hebrew studies develops core language skills and gives the student tools to read, listen, write and speak the language.

We aim to:

  • Give students the core skills which will enable them to communicate in Hebrew.
  • Develop a strong grammatical understanding and vocabulary which will enable the students to explore various topics in Hebrew.
  • Be acquainted with a variety of topics connected to Israel’s history, society and literature.
  • Study includes Israeli and Jewish themes, such as holidays, events in Israel and the Jewish world, in order to develop a strong connection and love for Israel.
  • Whilst some of our students already have some knowledge of basic reading and writing at the end of primary school a significant number come in with none. We offer support from the basic learning of the Alef – Beit, ensuring they quickly acquire the grammar and can use the language alongside their peers.