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He Hochschule für Jüdische Studien Heidelberg (HfJS) was founded in 1979. The Central Council of the Jews supports it in Germany (Zentralrat der Juden in Deutschland), financed through the local and federal government, and is a fully recognized and accredited institution of higher learning. Nowhere else in Europe can Jewish studies be pursued with incomparable breadth and depth. This allows the HfJS to impart to its students, both Jewish and non-Jewish, the richness and diversity of Jewish religion, history, and culture within an academic context. With ten professors and as many Assistants, the HfJS is today the leading center for Jewish studies in Europe. Due to the recognition that the HfJS has attained, it has become a primary source of information for politicians, the media, churches, and other educational institutions and, since 2007, a member of the College Rectors' Conference (Hochschulrektorenkonferenz). The HfJS views itself as a part of a community wherein it can catalyze understanding and dialogue. Its task is not merely the advancement of academic research and knowledge but also to serve as a bridge between the Jewish community in Germany and society. In its public lecture series "Heidelberger Hochschulreden," such noteworthy luminaries have spoken as Chancellor Angela Merkel, Marcel Reich-Ranicki Joschka Fischer. The HfJS has also involved a wide array of academics, students, and others interested in Jewish religion and culture through its various publications: "Truman," the academic journal of the HfJS, and its book series "Schriften der Hochschule für Jüdische Studien". An electronic newsletter is also published regularly that offers news and information about the HfJS. "…and thou shalt meditate therein day and night" (Joshua, 1:8): Originally, this excerpt has been thought to refer to the "Book of the Torah." But in the 19th century, the "Wissenschaft des Judentums" applied this phrase to the whole of Jewish religion and culture. Nevertheless, the movement's institutions of Jewish higher education in Breslau and Berlin remained isolated from the scientific landscape, having been ultimately dismantled during the National Socialist Regime. Later founded by the Central Council for Jews in Germany in 1979, the Hochschule für Jüdische Studien Heidelberg chose this phrase from Joshua as its guiding principle to be followed following its various meanings. In doing so, the HfJS fosters the legacy of the "Wissenschaft des Judentums" by further developing its approaches into an active part of the surrounding scholarly terrain. The Hochschule für Jüdische Studien Heidelberg is a dynamic scholarly discussion that incorporates all facets of Jewish religion, history, cultures, and societies. While the proximity to the historical heritage of Ashkenaz provides the decisive impetus for both academic and religious work at the HfJS, its interest invariably extends beyond to all areas of geography and chronology as to consider Jewish cultures at large: in the past and present within a self-reliant Judaism within the Diaspora and likewise within the land of Israel. The Hochschule für Jüdische Studien Heidelberg opens its doors to all students and scholars—regardless of their respective origins and creeds. It also undertakes a dual track, which is demonstrated by the mere layout of the HfJS itself: The scientific Albert Einstein Library is situated, albeit with seminar rooms between them, in juxtaposition to the corresponding house of learning, the Beth Midrash. Here within the same institution, the learning of foundational religious texts of Judaism with the campus Rabbi meets the study and scientific discourse among members and academic staff. Equipped with a kosher cafeteria, the HfJS caters to its members' needs for nourishment and a relaxing social atmosphere. The interplay between internal and external perspectives allows the Hochschule für Jüdische Studien Heidelberg to hone its view on religion, history, culture, and society. After all, the teachers and graduates will refine our knowledge of Jewish history and theology. As a center of excellence unique in its field to Europe, the HfJS distinctly enables diverse resources and prospects both within and outside Europe's Jewish communities. The HfJS provides intense language training at all levels (in Biblical, Rabbinical, and Modern Hebrew, and Hebrew-scripted languages, such as Yiddish and Judeo-Arabic). It offers degrees in accredited B.A. and M.A. programs taught in German and an international M.A. partnership program in "Jewish Civilizations" taught in English together with Paideia—The European Institute for Jewish Studies in Sweden. Finally, the HfJS also provides a Ph.D. in Jewish Studies (Dr. Phil.) in cooperation with the University of Heidelberg. In Jewish studies, the B.A. offers to students of the HfJS a course of study that is focused on the humanities and cultural studies. It is not connected to any particular denomination or confession and requires no previous Hebrew knowledge, nor does it presuppose a familiarity with the Jewish religion, history, or culture. The general studies portion can count as 75%, 50%, or 25% of the study's full course. Students who chose this path focus on the sources of Judaism: that is, the sacred texts of Judaism and their interpretation throughout history the history of the Jewish people Jewish philosophy, art, and literature as well as other thematically associated fields. In this way, the inquiry object is time and again viewed through several academic disciplines' perspectives. After completing the B.A. with a portion of at least 50%, the course of study can be continued to acquire the degree of M.A. in Jewish Studies. In the course of the student's M.A. studies, the knowledge gained during the B.A. will be expanded and deepened. The comprehensive course offerings at the HfJS makes it possible for students who aspire to the M.A. in Jewish studies to specialize in an area of study according to their choosing. The M.A. degree qualifies graduates for Ph.D. study.

The Montessori Jewish Day School will inspire a lifetime of love and excitement for learning in an environment that fosters respect for oneself, the community, and the world. Montessori Jewish Day School is an inclusive, pluralistic, egalitarian school dedicated to instilling respect for the individual and the community. MJDS provides an engaging Jewish educational experience that embraces Jewish practice diversity, integrates Hebrew, and responds to a child's natural search for spiritual and intellectual growth. MJDS educates its students toward becoming knowledgeable and committed Jews and responsible citizens who love Judaism, Jewish culture, and Israel. Order and repetition are the foundation of a toddler's sense of safety. They make it possible for the child to take risks and to cement new learning. Best haBambini is designed with this need in mind: the room's organization, the flow of our day, the rhythm of Jewish time, Montessori materials themselves cater to a toddler's unique need for order and repetition. At MJDS, every student has a part to play in our school community. It is common to see older students helping the younger ones with their shoes or including them in outdoor play. Each toddler will find their niche in a place where they can learn and grow from Beit HaBambini through Middle School. Best HaBambini is a place where a toddler's favorite mantra – "I do it!" – becomes a reality. Tiny vessels, lowered fixtures, and diminutive tools enable the smallest children to take care of their own needs and even the needs of others. Skills such as getting dressed, pouring drinks, and wiping up spills nurture the independence that will start your toddler on a lifelong journey of self-motivated Jewish learning and picking flowers for the Shabbat table and smelling the herbs, and digging in the dirt. Toddlers can touch, smell, and even taste their natural surroundings during our outdoor playtime in the MJDS Sensorial Garden. Movement is crucial to brain development. That is why our classroom is set up to incorporate movement into every activity. Whether building a tower, learning to pour, dancing during Kabbalat Shabbat, or putting coins in the tzedaka box, toddlers at Beit Habambini are always in motion. Early adolescence is a time of significant change. There is tremendous physical, cognitive, and emotional growth. The child takes on forming a personal identity, becoming an adult, and creating relationship patterns. Neurological changes are vast and allow new ways of thinking and relating to the world to develop. Our curriculum has been carefully designed with the adolescent in mind, involving individualized instruction and opportunities for students to develop their ideas and values in conjunction with current events, home life, and community. The MJDS Middle School takes a thematic, integrated approach to studies, with chunks of time dedicated to leadership opportunities, self-exploration, social and ecological projects, business internships, and adventure trips. Our Casa classrooms cater to the needs and delights of children in this age group. Learning takes place through the exploration of the materials in the room. Materials are, for the most part, presented individually or to small groups. All of the activities in Casa are designed to develop the child's indirectly

The years a child spends in primary school will determine much about the years that follow. It is during this time that each little person grows physically, emotionally, in knowledge, and personality. Here at Moriah, it is our paramount belief that if children are happy in their environment, they will learn to their fullest potential and be able to flourish. As a one-form entry Jewish primary school, we pride ourselves on providing a warm, nurturing, community-focused setting where children from Pinner, Bushey, Stanmore, and the surrounding areas thrive. As a faith school, our aim is for children to experience the joy and wonder of Jewish life, whilst celebrating the diversity around us. Our children come from a mixture of backgrounds, some religious and some not, but they all unite in the shared values and traditions they find at Moriah. Passionate about encouraging healthy habits from an early age, we not only provide PE classes twice a week, but our qualified sports coach mentors our football and netball teams, and after-school activities include football, Israeli dancing, and jujitsu. And for the musically-minded children, choir and orchestra clubs complement our professionally led, dynamic music lessons. This is all achieved against the backdrop of a purpose-built, modern school building, which not only boasts the very latest classroom technology but importantly includes an array of outdoor learning environments. Here our nursery and reception classes each have their own specially designed playgrounds, our older children enjoy a large play space featuring a sports court and quieter shaded areas for gentle play, and all of our children are encouraged to make use of, and plant in, our beautiful biblical garden. It is all of this combined that allows me, as the incoming Head Teacher, to work towards creating a truly outstanding school, where we pursue academic excellence for all children a school where we create exceptional, exciting, stimulating, cross-curricular teaching which enables children to make sense of learning a school where happy children learn. At Moriah Jewish Day School we foster a caring environment, where happy children can thrive, be inspired, and strive for excellence. Through learning, our children experience the joy and wonder of Jewish life together with celebrating the diversity around us. Our inclusive approach personalizes learning and encourages individuality, independence, and respect.

JCoSS is dedicated to the pursuit of academic excellence, and the full richness of Jewish learning. We provide a high-achieving, aspirational environment: our high-quality teaching staff deploys the best in educational practice to ensure our students reach the highest levels of academic attainment. We are relentlessly ambitious for their success, tirelessly seeking to inspire them to outstanding results. At JCoSS we are committed to the success of each child in all that they do. We attach a high value to academic attainment, and we recognize and celebrate personal achievement across every field of endeavor. The JCoSS environment enriches our students with a wealth of opportunities both in and out of the classroom so that they are well-grounded and well-rounded, able to achieve their potential in every way. JCoSS represents something unique in Jewish and British education. As a pluralist Jewish school we promote understanding and inquiry, we open minds and we strengthen dialogue. We embrace the entire Jewish community regardless of affiliation or observance, teaching the full range of Jewish beliefs, practices, and values. Your child will learn in a way that affirms and enhances his or her faith, background, and tradition. We encourage curious minds to ‘think otherwise’. We seek to spark brilliance in all our students and inspire them to become articulate, informed, confident, and motivated young people, qualified and equipped for the challenges and opportunities of the 21st century. Achievement is the cornerstone of the JCoSS ethos. Our commitment to academic excellence derives from the personal conviction of the Headteacher and his strong leadership team. Public exam results are such a key marker of success for young people we aim to ensure that your child reaches and exceeds his or her potential and is equipped for fulfillment and achievement in school life and beyond. We have the highest expectations of our students and work in close partnership with parents to identify and insist upon the best from and for each student. Our exceptional teachers and subject leaders have a wealth of experience and the whole team works together to create an environment that celebrates academic achievement and promotes success. Our teachers ensure that your child will receive an excellent education. They take time to understand how each student learns best, tailoring their teaching to individual needs to provide stimulating, demanding, and enjoyable learning. Learning is at the center of JCoSS. Our rigorous process of target setting, monitoring, and analysis ensures that our students achieve – and exceed – their potential. Testing is carried out in the term before admission to inform placement of students into academic sets from their first day. The process is fine-tuned as they progress through the school, recognizing each child’s aptitudes and individual profile. Additional support is offered to students with identified needs. The progress of all students is carefully monitored against individual targets, to ensure they are affirmed and challenged at all times, and in the correct set for each subject. Our classes are kept as small as possible, and our high staff-to-student ratio allows more time for personalized attention, targeted where it is most effective. Students can participate in a whole host of extracurricular activities including Zumba, the Duke of Edinburgh Award Scheme, Film Club, The Great JCoSS Bake-off, Sign Language, Chess, and Bar/Batmitzvah Club. We have a huge range of Sports Clubs, from table tennis to football and athletics to netball, in which students participate with distinction. Opportunities in the Creative Arts are outstanding, providing an impressive showcase for students’ talents in theatrical, dance, and musical performances. Students at all levels can participate in orchestras, ensembles, and choirs, and dance and drama. Individual or small group tuition in singing and all kinds of instruments are available from visiting teachers. Every week in summer there is a timetabled enrichment slot where students choose from a range of activities including stand-up comedy, fashion design, politics, philosophy, Latin, or robotics. Groups comprise a mix of year groups to create a unique learning experience.

Etz Chaim Jewish Primary School is a one-form entry primary school with a nursery and when full, will cater for children between the ages of 3-11 years old (Nursery to year 6 inclusive) serving the local community in Mill Hill, North London. The school is committed to the practice of Modern Orthodox Judaism. The school opened in September 2011 and was excited to be one of the first new Free Schools that year. For our first two years, we were located in temporary accommodation and moved to our permanent site in September 2013. There are currently 218 pupils of mixed gender, on roll (including Nursery), 117 are boys and 101 are girls. There is very little mobility, for example during 2015-2016 three children left to go to other schools. The proportion of children eligible for Free School Meals is below average (0.4%), as is the proportion of children from ethnic minority groups (7.3%) and the proportion who speak English as an additional language (6.4%). The proportion of pupils with SEN is below average (6.4%). Our approach is founded on the belief that the curriculum should be child-centered, based on practical, hands-on, and concrete experiences, so that each child can build his/her knowledge, skills, concepts, and attitudes through understanding. We use a thematic topic-based approach as a vehicle to teach all areas of the curriculum and develop basic skills. We follow the National Curriculum and the IPC (International Primary Curriculum). We offer excellent standards of care, guidance, and support and a high-quality learning environment to support all learners equally. The school upholds an ethos of high expectations which provides children with challenging opportunities where they acquire skills, knowledge, and confidence that can be applied to all future learning experiences. These opportunities encourage respect, self-belief, excellence, and enjoyment and prepare our pupils for the next stage of their education. To achieve this we strive to provide a school environment that will be secure, stimulating, supportive, and memorable, whereby each child feels valued as part of our community and encouraged to achieve their full potential. Rabbi Yitzhak Shochet is the School’s Honorary Principal. He is now in his 23rd year as Rabbi of the Mill Hill United Synagogue. A respected writer and broadcaster, Rabbi Schochet can often be seen on TV or writing in Jewish and National Newspapers. He is a regular visitor to the school providing supporting and encouragement to staff and pupils alike. We are honored to have Lord Levy (of Mill Hill) as our Patron. Following a hugely successful career in the music industry, Lord Levy became an integral part of the Blair Government serving as the Prime Ministers Special Envoy to the Middle East for over a decade. Lord Levy holds many communal roles and is particularly known for his Presidency of Jewish Care and JFS. Lord Levy is a regular visitor to the school.

Established in 1959, Mathilda Marks-Kennedy Jewish Primary School is named after Mathilda Marks. Mathilda Marks was the daughter of Michael Marks, founder of Marks and Spencer. She was renowned as a philanthropist and was particularly generous towards educational and medical causes. She was married late in life to Terence Kennedy and had no children of her own, but her legacy lives on through generations of MMK children. The school was originally in Golders Green, where it was known to many parents and pupils as Barclay House. The school relocated to its current site in Mill Hill in 1989 and became a voluntary aided state school in 1999. Our one form entry school caters to 220 children from Nursery to Year Six. We have been consistently listed as one of the top-performing schools in Barnet. MMK plays an important role within Mill Hill’s Jewish community. Our Jewish identity and love of Israel are reflected in the ethos and values of our School. We also embrace important British values of tolerance and respect, acknowledging our diverse society. As a one-form entry school, we can provide a nurturing environment and unique opportunities for every pupil. We pride ourselves on having a caring and dedicated team of teachers and staff and work collaboratively with our parent body and governors to ensure that every child is valued and achieves their potential. MMK is an ambitious and high-achieving School, continuously working to encourage and promote academic excellence and maximum progress for every pupil. We aim to deliver an outstanding education across both the National Curriculum and Jewish Studies Curriculum. As we view children holistically, we attach great importance to their personal development, both as individuals and as part of the School and wider community. To this end, we provide many enrichment and extracurricular activities, which we believe help the children to develop into well-rounded pupils. Mathilda Marks-Kennedy Jewish Primary School aims to provide high-quality experiences in all aspects of education and school life, within an atmosphere where respect for the individual enables each of our pupils to flourish academically, emotionally, and personally. We believe that this will enable children to develop into young people who are fulfilled and secure, socially aware, and able to make a positive contribution to society and our community. We aim to do this in the context of a warm and welcoming Jewish environment so that our children will develop authentic Jewish values and a love of Jewish learning within a modern world. We see Zionism and a love of the State of Israel as important factors in our lives. We also promote and embrace a multi-cultural, tolerant, and respectful Britain.

JCoSS is dedicated to the pursuit of academic excellence, and the full richness of Jewish learning. We provide a high-achieving, aspirational environment: our high-quality teaching staff deploys the best in educational practice to ensure our students reach the highest levels of academic attainment. We are relentlessly ambitious for their success, tirelessly seeking to inspire them to outstanding results. At JCoSS we are committed to the success of each child in all that they do. We attach a high value to academic attainment, and we recognize and celebrate personal achievement across every field of endeavor. The JCoSS environment enriches our students with a wealth of opportunities both in and out of the classroom so that they are well-grounded and well-rounded, able to achieve their potential in every way. JCoSS represents something unique in Jewish and British education. As a pluralist Jewish school we promote understanding and inquiry, we open minds and we strengthen dialogue. We embrace the entire Jewish community regardless of affiliation or observance, teaching the full range of Jewish beliefs, practices, and values. Your child will learn in a way that affirms and enhances his or her faith, background, and tradition. We encourage curious minds to ‘think otherwise’. We seek to spark brilliance in all our students and inspire them to become articulate, informed, confident, and motivated young people, qualified and equipped for the challenges and opportunities of the 21st century. Achievement is the cornerstone of the JCoSS ethos. Our commitment to academic excellence derives from the personal conviction of the Headteacher and his strong leadership team. Public exam results are such a key marker of success for young people we aim to ensure that your child reaches and exceeds his or her potential and is equipped for fulfillment and achievement in school life and beyond. We have the highest expectations of our students and work in close partnership with parents to identify and insist upon the best from and for each student. Our exceptional teachers and subject leaders have a wealth of experience and the whole team works together to create an environment that celebrates academic achievement and promotes success. Our teachers ensure that your child will receive an excellent education. They take time to understand how each student learns best, tailoring their teaching to individual needs to provide stimulating, demanding, and enjoyable learning. Learning is at the center of JCoSS. Our rigorous process of target setting, monitoring, and analysis ensures that our students achieve – and exceed – their potential. Testing is carried out in the term before admission to inform placement of students into academic sets from their first day. The process is fine-tuned as they progress through the school, recognizing each child’s aptitudes and individual profile. Additional support is offered to students with identified needs. The progress of all students is carefully monitored against individual targets, to ensure they are affirmed and challenged at all times, and in the correct set for each subject. Our classes are kept as small as possible, and our high staff-to-student ratio allows more time for personalized attention, targeted where it is most effective. Students can participate in a whole host of extracurricular activities including Zumba, the Duke of Edinburgh Award Scheme, Film Club, The Great JCoSS Bake-off, Sign Language, Chess, and Bar/Batmitzvah Club. We have a huge range of Sports Clubs, from table tennis to football and athletics to netball, in which students participate with distinction. Opportunities in the Creative Arts are outstanding, providing an impressive showcase for students’ talents in theatrical, dance, and musical performances. Students at all levels can participate in orchestras, ensembles, and choirs, and dance and drama. Individual or small group tuition in singing and all kinds of instruments are available from visiting teachers. Every week in summer there is a timetabled enrichment slot where students choose from a range of activities including stand-up comedy, fashion design, politics, philosophy, Latin, or robotics. Groups comprise a mix of year groups to create a unique learning experience.

T'mimei Lev, now in its 12th year, was established to provide for children who, because of their special educational needs, are unable to attend a mainstream Jewish school. We aim to provide them with the facilities not available to them in mainstream schooling, by working together with local health and education authorities. What makes our school unique is the children's curriculum, which caters to their religious and cultural needs by combining the highest levels of academic excellence in the National Curriculum with Jewish Studies, in a warm Jewish atmosphere. We aim to develop a center of excellence in the provision of special education. We plan to extend the scope of our activities to reach a larger number of children, which will of course require more facilities, staffing, and resources. Indeed, we are being pressed to provide creche facilities for even younger children of mothers who need a break or who are returning to work. Our activities are funded almost exclusively by private donations, which severely limits our ability to move forward. As with all projects of this sort we are constantly looking for sources of funding and assistance to enable us to continue our vital work. Jewish parents in Manchester now have plenty of options regarding the education of their children that is provided their child does not have special educational needs. Local special needs schools provide a valuable service but make no provision for the religious and cultural needs of the Jewish special child. The local Jewish mainstream schools, and indeed the community at large, do not have the resources or expertise to care for these children. T'mimei Lev was formed in March '97 to provide support for parents in coping with all aspects of raising their special child. Our aims are threefold: To provide support for parents in educating their child with special needs. To maintain an educational facility with the expertise and resources to provide a first-class education incorporating the National Curriculum, as well as opportunities for integration with mainstream schools. To provide general support and counseling for parents in coping with all aspects of raising their special child. Our activities are open to all Jewish children with special needs, regardless of background or level of religious observance. Although of necessity the school is independent and fee-paying, no child in need will be refused admission on financial grounds. We work closely with and have the support of the leading community Rabbonim. Jewish parents in Manchester now have plenty of options regarding the education of their children that is provided their child does not have special educational needs. Local special needs schools provide a valuable service but make no provision for the religious and cultural needs of the Jewish special child. The local Jewish mainstream schools, and indeed the community at large, do not have the resources or expertise to care for these children. Parents have the option of sending their special child to a local authority to run the school. There are some of quality in the area, but they cannot adequately provide for the Jewish child. Imagine the problems caused at home when the child comes out with carols instead of zemiros at the shabbos table, or the inappropriate and sometimes explicit language they pick up in what for them is an alien environment. Not only do they suffer these very real problems but miss out on learning the language and customs of our rich heritage. Some parents try to keep their children in mainstream schools, often with extra support. However this only stores up problems for later on in life. While the child is young he or she may be able to cope, but as they get older, the academic and social gap widens, putting pressures on the child which can cause problems that only compound the difficulties the child (and family) faces. Providing for a community as diverse as ours means that to set up a unit as part of one of our mainstream schools would only alienate and exclude some sections of the community. Setting up several units at several schools would lose all the advantages of being able to pool resources and expertise, and is unlikely to be viable considering the relatively small number of children involved. Time Lev provides a day school, an after school club, and our integrated nursery 'Torah Tots', providing care for those special children of preschool age, in an integrated, stimulating, and caring environment, as well as Sunday morning cheder when we are joined by children who are not able to be with us during the week. We are housed in the Jewish Cultural Centre, but have outgrown the space available and are looking for our premises.

At the IJDS, we believe in nurturing the potential of each child while focusing on their talents and strengths. We aim to empower our children and encourage them to develop a genuine love of learning for life. A unique characteristic of the school is the Jewish Studies program which is taught in Ivrit. Our Kodesh curriculum focuses on developing our children’s skills in Ivrit reading, writing, and comprehension while achieving high standards in all Kodesh subjects. The Kodesh provision in the IJDS was graded as ‘Outstanding’ by Pikuach and our school’s Kodesh materials are used by hundreds of teachers and children across Europe. The school is proud to welcome Shlichim and Banot Sherut (National Service Volunteers) who join us from Israel who deliver the Kodesh B’Ivrit program and strengthen our connection with the land and people of Israel. We aim to provide our pupils with an outstanding education in an environment that nurtures the potential of each child, encourages a love of Torah and Mitzvot, promotes British values, develops a sense of responsibility towards others, and creates a strong connection with the people and land of Israel. Our Secular Studies program provides our pupils with a solid foundation in all core subjects through a creative and exciting curriculum that involves active lessons and brings learning to life. The school’s unique curriculum and professional, dedicated teaching staff enable our children to achieve a high level of learning across all subjects. The IJDS became an academy in 2011 and maintains an excellent reputation for its teacher training programs, staff induction, and the emphasis given to staff development at all levels. Our secular provision was graded as ‘Outstanding by Ofsted and the school was rated as one of the top 100 schools in England by the Department for Education in 2013, 2014, and 2015. As proud British citizens, our children learn to appreciate the democratic values of Great Britain and respect all traditions, cultures, and faiths. We encourage our pupils to make a positive contribution to society from a young age by engaging them in voluntary work for the benefit of the wider community. The Kodesh and Secular programs seamlessly complement each other to provide our children with a holistic, life-long educational experience. The IJDS Academy (‘the School’) values the individuality of all of our children. We are committed to giving all our children every opportunity to achieve the highest of standards. We do this by taking account of pupils' varied experiences and needs. We offer a broad and balanced curriculum and have high expectations of all children. The achievements, attitudes, and well-being of all our children matter. We at IJDS believe that each pupil has individual and unique needs. However, some pupils require more support than others to achieve their full potential. We acknowledge that a significant proportion of pupils will have special educational needs at some time in their school career. Many of these pupils may require help throughout their time in school, while others may need a little extra support for a short period to help them overcome more temporary needs. If these pupils are to achieve their full potential, we must recognize this and plan accordingly. The Independent Jewish Day School aims to provide all pupils with strategies for dealing with their needs in a supportive and caring environment and to give them meaningful access to the National and Kodesh Curriculums.

SJS is the dynamic hub that leads Anglo-Jewry in the provision of quality teacher training programs, academic degrees, and first-rate adult education courses. Our graduates teach in schools across the Jewish world and make a significant impact on the future of Jewish education. With our new online degrees, LSJS widens its reach to train and teach educators wherever there is a Jewish community around the globe. We pride ourselves on being a warm, friendly, and supportive organization. With over a hundred and fifty years of experience in training and educating teachers, rabbis and leaders, we are deeply rooted in Jewish tradition and ready to address and make the most of what the modern world has to offer. Raphael is a graduate of the Jerusalem Fellows program at the Mandel Leadership Institute in Israel. In 2005 received an MA (with Distinction) in Adult Education at the Institute of Education in London. He is the Torah L’Am crash course creator and is the author of the Torat Hadracha and Jampacked Bible educational study guides. He was the first Head of faculty of the Florence Melton Adult Mini-School UK. He was the Director of text-based Jewish education at the UJIA Centre for Informal Jewish Education. He received rabbinic ordination after studying at the Kollel of the Judith Lady Montefiore College. The semicha was given by Dayan Saadia Amor (Rosh Beth Din of the Sephardi Beth Din UK and Rosh of the Montefiore Kollel), Rabbi Dr. Abraham Levy (Emeritus Spiritual Head of the Spanish & Portuguese Jews’ Congregation and Honorary Principal of the Judith Lady Montefiore College), Dayan Ezra Basri (Former Av Bet Din of Yerushalayim) and Emeritus Chief Rabbi Lord Jonathan Sacks (Former President of LSJS). He completed a Ph.D. in theoretical physics in 1999 and published several papers on Quantum Chaos Theory. He is a leading Jewish educator in the UK and teaches at conferences, seminars, synagogues, and Jewish community centers. In 2008 he was ranked 26th in the Jewish Chronicle Power100 list of the most influential people in UK Jewry. On a cold winter’s day in November 1855, Chief Rabbi Nathan Marcus Adler opened Jews’ College in Finsbury Square, in the heart of London. As early as 1841, Sir Moses Montefiore initiated a training college for religious leaders. Within a short period, the College produced scholars of standing who served Jewish communities in Britain and across her Empire. A quarter of a century later, in 1881, the College outgrew the Finsbury Square site and moved to Tavistock Square, close to University College, where it was hoped that Jews’ College students would be able to combine their religious studies with a university degree course. In 1904, the University of London granted an Honours degree in Hebrew and Aramaic, all of the students being from Jews’ College. In 1932, the College moved to Woburn House, a purpose-built communal center housing many organizations serving Anglo-Jewry. In the last seven years, LSJS has grown into a world-class learning center. On its Hendon campus, there are some fifty teachers providing adult education courses, degrees, and teacher training programs for over seven hundred students. LSJS’s imaginative courses, high intellectual standards, educational tours, and outreach to synagogues, impacting thousands of people, have created a buzz across Anglo-Jewry. London School of Jewish Studies is a world-class center of Jewish scholarship and teaching that inspires our community with a lifelong love of Jewish learning and practice. Our mission involves eight major commitments: Educate adults by increasing their Jewish knowledge, improving their textual skills, and building their confidence as independent learners. To encourage all our students to pass on their knowledge both at home and within their communities. Develop a faculty of outstanding educators who teach with respect, openness, intellectual rigor, and creativity. To study with Yirat Shamayim, a profound reverence for God, to strengthen character, guide actions, and elevate lives. To exchange ideas at the highest level through academic research and the advanced study of traditional Jewish texts. To promote the full participation of women in Jewish learning. To deepen our community’s understanding and love for Israel. To examine critical issues facing modern society to develop a Jewish response and promote social action.

Founded in 1979, San Diego Jewish Academy began in the San Carlos neighborhood of San Diego. Initially offering a general and Jewish education program to kindergarten through fifth-grade students, the Academy expanded its program to middle school students in 1988, then to high school students in 1999. In 2000, with incredible leadership and passion from our community, state-of-the-art campus on 52 acres in Carmel Valley was built. As our Jewish community has grown, and become more robust and more diverse, so have we. Serving children from preschool through high school, SDJA is the largest Jewish day school in San Diego. For 38 years, SDJA has been a leader in preschool to 12th-grade education – nurturing Jewish values and Jewish life in generations of students and preparing them to be advocates, entrepreneurs, and leaders in their communities to affect change worldwide world. We instill a deep understanding and respect for the values and insights of Jewish tradition and Israel's love that will lead students to live lives of Jewish meaning. We embrace a curriculum that brings creativity, innovation, and entrepreneurial thinking alive on campus and expands thinking through real-world experience. It starts here, where our children learn what it means to be an inheritor and designer of the Jewish future. Here, where they learn the tools to make a difference in the world by being an informed learner, listener, and leader. Here, where they become part of a community that will continue to serve them long after they have graduated. At San Diego Jewish Academy, we embrace a curriculum that inspires and explores creativity, innovation, and entrepreneurial thinking. Through our intimate learning environment, we recognize our students as individuals and appreciate their unique talents. We personalize our academics so that our students are not limited in learning by age or grade. Our state-of-the-art facilities provide students with a place to learn through science, music, art, and sports. At the same time, they explore their interests through our advanced enrichment programs such as robotics, debate, green technologies, and more. At San Diego Jewish Academy, we believe that our students' social-emotional growth is a vital component of their education, helping them succeed as individuals and as positive members of the community. We have several different but complementary support services to help students achieve these goals both in the Golda Meir Lower School and Maimonides Upper School. On-campus, our team of teachers, administrators, guidance counselors, faculty advisors, and learning specialists collaborate to help students cultivate powerful tools to thrive academically, socially, and emotionally. The Learning Center at San Diego Jewish Academy provides educational assistance during school hours to increase their success in the classroom. Small-group sessions combine both educational techniques and a global approach to learning. Unlike tutoring, which is often associated with one subject or content area, the learning center method is broader, emphasizing multiple strategies to help children learn more effectively. An integrative approach is taken while organizing and completing homework or studying for upcoming tests and quizzes; students simultaneously learn the tools needed to become independent learners. The lower school offers an ESL program for students learning English as a Second Language. The ESL teacher conducts a pull-out program to give students directed lessons that strengthen vocabulary, grammar, reading, and writing skills. Students are pulled out in small groups for approximately 30-45 minutes, three to five days per week, with students of likeability and of similar age whenever possible. Because most of the school day is spent within the regular classroom among native English speakers, most students require just one or two years of ESL help before being fully integrated into their classrooms. A guidance counselor is on campus four days per week and acts as a resource for students, parents, teachers, and administrators. The counselor teaches formal guidance lessons on resolving conflicts peacefully, peer relationships, and respect. The counselor works with individual and small groups of students to help them problem-solve and runs social skills groups on an as-needed basis. Other services offered include professional development for staff and parent coffees on topics involving students' social and emotional development. College counseling at San Diego Jewish Academy is grounded in introspection. In the freshman and sophomore years, students and parents meet informally with the Dean of Academic Affairs to discuss academic counseling matters. Formal college counseling begins in the junior year. A meeting with students and parents is held in late fall, during which an overview of the college selection and application process is offered. By the end of the process, suitable matches have been determined, and students go to destinations where they continue to grow. The Counseling Office smiles, just a touch, at each individual's individual 'sumph once the admission season draws to a close every year.

In 2001, a visionary group of leaders in Chicago set out to create a new high school that would combine the very best of the humanities, sciences, fine arts, and Jewish studies. They envisioned a place where students attending day schools could continue their Jewish education during the years that significantly impacted their Jewish identity. These leaders foresaw a place where public school students entering high school could deepen their understanding and appreciation of their Jewish heritage. Since the beginning, Rochelle Zell has earned a national reputation for its commitment to academic excellence. Every year, more Chicago-area families are discovering how Rochelle Zell's outstanding faculty, integrated general and Judaic studies curriculum, vibrant community, and exciting student life provides Jewish high school students with a unique opportunity to achieve their full potential. Rochelle Zell Jewish High School admits students of any race, color, nationality, sexual orientation, gender identity, or ethnic origin, grants them the rights and offers them privileges, programs, and activities generally accorded or made available to all students at the school. It does not discriminate based on race, color, nationality, sexual identity, gender identity, or ethnic origin in administering its educational policies, admission policies, scholarship and loan programs, and athletics or other school-administered programs. Guidelines of the Conservative Movement are observed. Rochelle Zell Jewish High School first opened its doors in 2001 as Chicagoland Jewish High School, featuring a pioneer class of 26 students in rented space at Northwest Suburban Jewish Congregation in Morton Grove. In our 16th year, we are firmly established in our permanent Deerfield home, where 179 students come to us each day from over 22 communities in the Chicago area and beyond. As we have grown in size, so too has the reputation that Rochelle Zell has established for the excellence of its students, its faculty, and its rich program of Jewish and general studies, extra-curricular activities, and athletics. But even as we have grown, certain fundamentals remain unchanged – the warmth and intimacy of our community, the close and caring relationships between teachers and students, and our commitment to each student's intellectual, spiritual, and ethical growth. Our students' journeys are personal ones, to be sure, yet they are framed by our Jewish traditions and values' cumulative wisdom and experience. Students at Rochelle Zell do not merely absorb the wisdom of others. They acquire their wisdom. As our students work to define their faith, their identities, their connection to communities of purpose, and their place in the world, they construct personal blueprints for living Judaism as responsible and involved citizens in the modern world. Over 425 students have graduated from our school over the years, and they are now making their mark on their colleges and universities of choice and in the world beyond. Time and again, colleges that have accepted their first Rochelle Zell alumni reach out to us and ask whether there are any other students like the ones we sent their way. As our alumni community grows, we are gratified to discover that they are proud of and grateful for the many ways Rochelle Zell Jewish High School has prepared them to tackle the new challenges they face as independent young adults. Rochelle Zell Jewish High School creates a culture of academic excellence that inspires our students to think critically and achieve their full potential while preparing them to live Judaism as responsible and involved citizens in the modern world. The creation of the State of Israel is one of the seminal events in Jewish history. Recognizing the significance of the State and its national institutions, we seek to instill in our students an attachment to the State of Israel and its people and a sense of responsibility for their welfare. General and Jewish studies are of equal importance and are usually reinforcing. Rochelle Zell integrates the wisdom of our heritage and values with the sciences, humanities, and arts. The learning environment emphasizes creativity and critical thinking in both general and Jewish studies classes. The ability to question is embraced and valued. Students take general studies classes with their grade-level peers. Jewish studies classes are tracked by the Hebrew language level and ability to interpret texts. Rochelle Zell Jewish High School makes Talmud/Torah study accessible to all students by offering classes instructed in Hebrew and English. Jewish studies at Rochelle Zell have a track for students from a Jewish day school background and a track for those who have attended public school.

Kehillah Jewish High School is distinguished by an exceptional academic program and a supportive environment that pairs rich traditions with the Silicon Valley mindset's best. At Kehillah, students embark on a journey of self-discovery guided by a community of passionate educators. They graduate with the knowledge, values, and community that enable them to create extraordinary futures. Our four commitments: We embrace the diversity of our student community by ensuring that every member knows that they count. Embracing our student body's diversity, we educate each student and recognize that each student has a unique learning style. Some students are strong in math, other great writers. Some students have great jump-shot, while others produce breathtaking art. Some students are gregarious, while others choose quietude. We recognize this diversity and affirm that we are the better for it. We look to our diverse community and ask each member to step up and take ownership of their learning, of their school, and their community. Our faculty is distinguished by mastery in the subjects they teach, infusing their lessons with knowledge and passion. We provide a robust curriculum in the sciences, mathematics, the humanities, world languages, and visual and performing arts. Kehillah's classroom experience includes debate, dialogue, critical inquiry, and experimentation, bringing every class to life. Each student is challenged, actively encouraged, and supported to reach his or her potential. Kehillah students have been admitted to highly selective schools such as Stanford, Brown, Columbia, and Harvard to each of the campuses of the University of California and excellent public universities, private liberal arts colleges, and art schools throughout the country. The Kehillah Advisory Program is designed to foster academic development and character education in a genuinely caring and supportive environment. Each advisory group comprises a small number of students of the same grade and one faculty member. As much as possible, these groups stay together for all four years to strengthen bonds and build a robust support system for each other. These groups connect students to extra-curricular and social programming at Kehillah as they enhance life skills, build social-emotional skills and resiliency, develop communication skills, and discover particular affinities and passions unique to each student. Advisors serve as the "go-to" adult for student support. Each advisor maintains regular communication with his or her advisees and checks in on their academic performance to best guide and advocate for their advisees. Teachers make sure advisors are aware of significant successes and challenges in the classroom that may require additional support. Advisors then take the lead in guiding their advisee's growth plan. The advisor is also the parents' first point of contact with Kehillah.

At JCHS, we encourage students to take healthy risks, cultivate new and existing passions, and become the best version of themselves. Our academic and extracurricular programs have been designed to inspire students to stretch their capacities inside and beyond the classroom. The JCHS community is small by design, allowing us to embrace each student's distinct strengths and provide the kind of attention that helps each student to thrive. Our remarkable educators affirm, encourage, and challenge all students to integrate varied perspectives and sources of wisdom. At JCHS, we celebrate our students' diverse backgrounds and teach students how to engage others in respectful debate, appreciate divergent points of view, and advance the critical thinking skills essential for becoming engaged citizens. Our community is built upon the belief that the knowledge, leadership skills, self-assurance, and personal connections built-in high school create a strong foundation that lasts a lifetime. After four years at JCHS, our alumni stand out for their unique capacity to integrate a more profound sense of their identity, their delight in lifelong learning, their empathy for others, and their passion for improving the world. At JCHS, our students are inspired by teachers who challenge them to explore and open their minds through a blend of classroom and experiential learning that inspires creativity, critical thinking, and a deeper understanding of the world. Learning with others has a long tradition in Judaism and is embodied in the practice of cheetah or partner study. Through talking, listening, questioning, and mutual support, students learn the content of their classes, and more importantly, how to become independent learners. While not all JCHS classes use the traditional cheetah method, this spirit of collaborative and student-centered learning is at the heart of our program. In our Arts, Humanities, Jewish Studies, Math, Science, and World Language classes, students engage in a broad-based curriculum of required classes and have the opportunity to explore interests more deeply through diverse elective offerings. Many classes are designed with opportunities for students to integrate their knowledge across disciplines to deepen students' understanding of course content and themselves. Through working together in classes, on playing fields, traveling on Journeys, and in the theater, JCHS students and faculty create a genuine community of learners. Our academic philosophy embraces technology to support learning and enhance creativity, communication, and collaboration. Our integrative approach introduces students to the myriad of ways that innovative hardware, new software apps, hands-on tinkering, and even social media crowd-sourcing can be used to advance our understanding of traditional subject areas like algebra, Tanach, and theater arts. Inclusion at JCHS means valuing the unique gifts and supporting each student's distinct challenges to deepen the vitality of our community. In the Jewish tradition, universal access to learning means that we embrace each community member regardless of financial resources, physical abilities, or learning differences. JCHS is a unique high school experience that offers teenagers an engaging and inspiring learning community that encourages them to affirm and embrace their Jewish identity, even as it empowers each individual on their journey toward becoming a responsible, informed, thoughtful, empathetic citizen empowered and inspired to improve the world. At JCHS, education is not just about learning facts and figures. We want our students to look deeper, to engage meaningfully with the subjects they study, whether it is chemistry or history, Tanach or Spanish, robotics and engineering or playwriting. We want them to be unafraid to ask big questions. In the tradition of the Jewish culture of inquiry, we teach our students ways to ask the world why, even as they explore how they can ask themselves, "why not?" We are committed to creating a truly pluralistic community, an environment in which students can follow their passions, challenge themselves academically, try, fail, succeed and learn--all in a warm and balanced school in which every individual is seen and respected for the things that make them unique. Our students identify as Jewish in many different ways. We welcome students with various Jewish backgrounds, religious observances, and practices. JCHS students come from all over the Bay Area, various public and private schools, and a diversity of family configurations.

Donna Klein Jewish Academy is a diverse and close-knit community of families across the spectrum of Jewish denominations with a shared commitment to Jewish identity, heritage, and values. The school is located within the vibrant, 100-acre campus of the Jewish Federation of South Palm Beach County. The largest Jewish campus in the country, safety concern, is paramount with 24-hour security. Students thrive in a nurturing environment where everyone knows and supports one another. New students make friends quickly. The traditional and contemporary not only co-exist but complement each other on a campus where a strong sense of community and deep respect for diversity buoys spirits and focuses on education. Daily life revolves around family-centered values and the celebration of traditions among the generations: L'Dor V' dor, Shabbat, Tefillah, lifecycle ceremonies, cultural performances, and community service. Parents have welcomed partners in their child's education, and faculty provides a watchful continuum of care between school and home. The DKJA family comes together as one in a culture of intellectual honesty, kindness, and Tikkun Olam — the commitment to social action and pursuit of social justice — that translates to the larger world. Our mission is to educate our children and the Donna Klein Jewish Academy community to be knowledgeable and responsible citizens of the world, committed to Jewish values and lifelong learning. Our values: DKJA is committed to each student knowing the history, traditions, and values of the Jewish people, literate and conversant with our texts and ideas, and being deeply identified with Klal Yisrael and Medinat Yisrael. We are dedicated to motivating our students to maintain a deep and passionate lifelong engagement with Jewish life. Our diverse Jewish community strives to model the unity of the Jewish people. We seek ways to learn from those who hold different views and practices while, at the same time, recognizing and creating a community that understands we are ultimately one people. We are dedicated to the State of Israel, the Land of Israel, and the People of Israel. Through classes, speakers, conversations, and experiences, we instill in our students a love for Israel and recognize its centrality in the past, present, and future of the Jewish people. Formal and experiential Jewish education is at the core of our Judaism at DKJA, sparking a fire within our students to appreciate and build committed Jewish lives, expressing one's identity through practice and acts of kindness and leadership. Donna Klein Jewish Academy is a community of commitment, bonded by a love of knowledge and learning joy. Here, a dual curriculum of college preparatory academics and Judaic Studies ensures a level of academic rigor and achievement that few other schools can match. The comprehensive K-12 program offers something rare: a 21st-century education founded in centuries of wisdom and tradition. Teachers are the heart and soul of the DKJA experience. Caring and talented, they provide a deliberate balance of challenge and support, inspiration and discipline, setting high expectations, and providing the assistance needed to achieve students' goals. The school's STEAM-powered curriculum includes Honors, AP, and advanced college-level courses, including pre-med, pre-law, and engineering programs in High School. Integrated classroom technology and innovative teaching methodologies provide a state-of-the-art learning experience. A broad range of hands-on and immersive learning experiences at every grade level provides the relevant context that transforms classroom knowledge into real-world skills. DKJA also is the only Jewish Community Day School in the world to have earned certification as a FranklinCovey Leader In Me Lighthouse School. In Kindergarten, this renowned leadership program equips DKJA students with critical thinking, problem-solving, communication, and executive functioning skills that are the hallmarks of high achievers. As a testament to the school's high academic standards, DKJA graduates consistently gain admission to the country's most prestigious colleges and universities and go on to rank among a "Who is Who" of Jewish leaders around the world. College acceptances include Amherst College, Brandeis, Columbia University Jewish Theological Seminary, Cornell, Dartmouth, Duke, Harvard, University of Pennsylvania, NYU Stern School of Business, Princeton, Tel Aviv University, Vanderbilt, and many other fine educational institutions. Students explore their passions and develop their talents through the arts, athletics, clubs, community service, and Shomrei HaAdamah, our school-wide environmental science project. Donna Klein Jewish Academy offers an after-school program filled with engineering, cooking, dance, debate, Minecraft, and chess. Fine arts programs encourage lifelong engagement with music, art, and theater. A competitive sports program fosters the values of discipline, commitment, and teamwork. Our students participate in national and state competitions, including Lego League, Haifa Teen Tech, SourceAmerica Design Challenge: Designing Technology So Everyone Can Work, VEX Robotic Competitions, and Chidon Hatanach (International Bible Quiz). At DKJA, individuality is celebrated. Students have the chance to discover who they are and gain self-esteem and confidence that comes from personal achievement.

The David Posnack Jewish Day School offers a unique, challenging, educational experience, combining an intensive focused secular education with an innovative, exciting Jewish curriculum. At Posnack School, we are concerned not only with our students’ academic accomplishments but also with their social and character development. We believe this can be achieved most successfully when parents and school staff work together in a dynamic learning environment. At Posnack School, every child is nurtured to reach their potential. The Posnack School draws upon the Jewish ethos of hard work and study to produce graduates of the highest caliber, acceptable to the most prestigious institutes of higher education. Our school promotes academic excellence as a central goal. Graduates will master advanced studies in both the arts and sciences. We stress the concepts of team membership and participation in athletics. Sport’s emphasis on cooperation, fitness, and healthy competition, is central to our curriculum. Our philosophy is firmly rooted in Torah and is dedicated to the global community of Jews and the State of Israel. The Posnack School student is exceptionally well rounded, learning in an environment that establishes harmony between Hebrew language, religion, Jewish culture, and a variety of advanced secular studies. The Hebrew language, the vehicle of the Jewish renaissance, will be taught as the portal to our collective past, present, and future. The Posnack School emphasizes the development of ethical and moral values from a Judaic point of view. Our school places great importance on the concept of Tikkun Olam (social action). The focus is on how students, as individuals and as a community, can help improve themselves and their world. The Posnack School stimulates awareness of Jews around the world as well as a strong focus on human rights for all people. Our school acknowledges the inequities in our society and emphasizes tzedakah (philanthropy) in its fullest sense. Civic responsibility and communal participation are standards set for every Posnack School student. For over four decades, the Posnack School has made incredible strides both in serving our children and the broader Jewish community. At our core, the spirit of the Posnack School resides within our students. Every year they actively demonstrate their concern for one another, their care for the school community, and their commitment to making the world a better place. Our school’s founders believed in a clear purpose that is flourishing today and is as vibrant and alive as ever before in our history. The Posnack School tradition of offering our students the finest academics AND Judaics within the confines of a Jewish Day school continues every school year. We are proud of our storied 42-year history and the hundreds of alumni who have passed through our doors. The Posnack School experience is deeply rooted in the traditions of our people and the teachings of our heritage. We strive to instill the values of the Torah in our students and bring its lessons alive in a purposeful and meaningful way. As one of the few kindergartens through 12th-grade community Jewish day schools in the United States, our purpose is critical to the overall future vibrancy of the Jewish community. Our graduates walk the campuses of the colleges throughout the world, and their Posnack School training puts them at the forefront of advocating for Jewish causes. Moving beyond college, being a valuable member of the Posnack School family is a connection and partnership that lasts a lifetime and never truly ends. “Once a Posnack School Ram, always a Posnack School Ram” is our motto.

Charles E. Smith Jewish Day School (CESJDS) is the only pluralistic Junior Kindergarten-Grade 12 community school in the Washington, D.C. area, and only a few in the United States. We are a welcoming, inclusive community united by our shared Jewish values, and we embrace a broad spectrum of Jewish backgrounds, beliefs, and practices. Our comprehensive dual-curriculum invokes deep and critical thinking, and our students are guided by dedicated and gifted faculty. CESJDS graduates emerge as confident and compassionate life-long learners who lead positive change in the world. When we teach and confront students with the Jewish value concept that their bodies are sacred, that each person is endowed with uniqueness and that relationships between people should be viewed as holy, we can present a perspective that pushes back against the prevailing cultural norms. Jewish educators can and should do better in teaching our teens around these issues. We need to re-engage in conversations and planning around how our curricula and programs confront the current cultural assumptions that teens are socialized into. At the same time, our communities start with the advantage that this discussion is taking place with value concepts and framing counter-cultural language. Together, Jewish educators and parents can continue to create the conditions for positive teen cultures. CESJDS, as many schools do, employs theme-based learning as an instructional strategy in a variety of settings. Each year, we also establish a school-wide learning theme. This year we have chosen Derkh Eretz, ethical behavior, to serve as that connective thread. What is the educational value of instruction based around themes, rather than just teaching each subject area individually? The Soviet psychologist, Lev Vygotsky, conducted significant research into the role language plays in cognitive development. His findings suggest an explicit connection between speech/language and the development of mental concepts. The way we speak and the language we use helps us learn information and gives it meaning. When we use a specific theme for instruction, we enable the human brain to establish meaning and assign value. A second reason for using thematic learning is to provide a cognitive "hook" to store the information. A theme creates a relevant context for learning and serves as an aid for remembering what is taught. When we use a theme as the connective thread between discreet learning, students have a place to put, organize, and recall what they have learned. In this way, thematic learning structures teaching in a way that supports student growth. Cognitive science also suggests that an interdisciplinary approach to learning leads to an increase in understanding and applying general concepts. Using a theme as an organizing principle enables teachers to provide an interdisciplinary approach that helps students understand better and then apply the knowledge and information they have learned. Finally, research indicates that a thematic/interdisciplinary approach is better suited to teach students cognitive skills such as cooperation, problem-solving, and the ability to see connections. Using a theme sets up a structure whereby students naturally will need to develop these thinking and working skills. When a school or a teacher chooses a learning theme, the idea often emerges from a desire to emphasize a specific topic. Educators can then use that topic to teach the general skills, knowledge, and concepts required within the curriculum. But beyond emphasizing a particular topic, cognitive science indicates that thematic learning is a powerful instructional strategy for learning in general. We deliver an exemplary and inspiring general and Jewish education. Our core values: Lifelong learning inspired by a strong, comprehensive academic program of general and Judaic studies that prioritizes critical, independent, and creative thought and expression. Knowledge of and appreciation for the wisdom, spiritual depth, and ethical guidance of Judaism. Perception of God's presence in the awe and wonder of our world and how we can sanctify our lives through the practice and experience of the mitzvot. An inextricable bond with the Jewish people – past, present, and future. A strong personal and ongoing relationship with Israel, its history, people, and culture. An appreciation for and mastery of Hebrew as the language and voice of the Jewish people. Passionate desire, active engagement, and individual/collective commitment to repair the world make it more compassionate and peaceful. A principled commitment to the diversity of Jewish backgrounds, beliefs, and practices of our community of students, teachers, and parents. We unite through our shared values and cultivate respect and knowledge inspired by our differences. A deep commitment to b'tzelem Elokim (each individual is created in the image of God) and Derekh Eretz (ethical decency). A vibrant, caring, moral community based upon the concepts of the-but and arrived (individual and collective responsibility). CESJDS is a learning community committed to diversity and inclusion. Our commitment to diversity and inclusion emanates from the School's core values of K' dushah (Holiness), V'ahavta L'rei-akha (Loving your Neighbor), Kehillah (Community), and pluralism. Our community is intellectually and morally strengthened when many different voices, viewpoints, and backgrounds learn with and from each other. We facilitate experiences to educate students towards a richer understanding and appreciation of diversity so that they are better prepared to contribute meaningfully to the diverse world in which we live.

At Simon Marks Jewish Primary School we are committed to ensuring that every pupil leaves our school with high aspirations, an enduring enthusiasm for learning, and the confidence to address the world on their terms. We are committed to the concept of lifelong learning by identifying opportunities for professional development, Jewish family education, and community learning of a high standard. Central to our success is the significance we attach to the relationships between the school, the parent body, and the local community. Simon Marks Jewish Primary School is a one-form entry, inclusive, modern orthodox Jewish school which nurtures strong ties with Israel. We welcome children from across the spectrum of Jewish practice and also from local families who are sympathetic to and respect the school’s Jewish and inclusive ethos. The school will admit 30 children to the reception class, including children for whom the school has been named in an Education, Health, and Care Plan. In the case of oversubscription, the school will give priority to those who meet a religious practice test based on guidelines from the Chief Rabbi. Those applicants wishing to be considered as priority applicants for available places will need to obtain a Certificate of Religious Practice (CRP) based on criteria such as the family’s synagogue attendance, prior commitment to Jewish education, and voluntary work within the community. All unsuccessful applicants will be placed on a waiting list and children will be ranked on the list by the admission criteria above. The waiting list will be maintained throughout the school year. Ranking on the waiting list is strictly based on the admissions criteria listed above. Priority will not be given to children based on the date of their application. Parents should make a formal application to the local authority by completing the In-Year application form. The Supplementary Information Form and Certificate of Religious Practice should be returned to the school. Applications will be considered in conformity with the oversubscription criteria and without delay. If a waiting list exists for the age-appropriate class a CRP will be required and the applicant will be added to the list. If there is a vacancy a CRP might not be required. I f a place in a Reception class is offered before a child is of compulsory school age, parents can request that their child’s entry be deferred until later in the same school year. This means that the place is held for the child and is not available to be offered to another child. Parents would not, however, be able to defer entry beyond the beginning of the term after the child’s fifth birthday, nor beyond the academic year for which the original application was accepted. The school is committed to taking its fair share of children who are vulnerable and/or hard to place, as set out in locally agreed protocols. Accordingly, outside the normal admissions round the governing body is empowered to give absolute priority to a child where admission is requested under a local protocol that has been agreed for the current school year. The governing body has this power even when admitting the child would mean exceeding the published admission number (PAN). Simon Marks is a school where children learn to achieve through working with and helping others to respect the diversity of the community in which they live and learn to contribute to Jewish continuity and the wider society. We teach key skills and knowledge that lead to understanding and develop the confidence to succeed. We are committed to providing a caring, happy, welcoming environment that meets the needs of each child and ensures that all children have equal access to a broad and balanced curriculum including interaction with, and appreciation of, the arts. Our learning community is facilitated by a leadership structure that communicates the purpose and direction of the school and a system of informed continuous professional development. Our professional staff team actively seeks to take up opportunities to further their knowledge and skills. A word about the composition of the Governing Board membership: two are Parent Governors, elected for four-year terms by all current parents at the school. The staff elects a Governor too. And, as a voluntary-aided faith school, we currently have six Foundation Governors, appointed for three years each by the Simon Marks Jewish Primary School Trust. The health and safety of our pupils and staff are of the utmost importance. In recent years we resurfaced part of the school playground to remove some hazards and to install a softer play area. We are fortunate to have two full-time security guards, Greg Guzsaly and Iulian-Mihai Mereuta, who are employed by a security company approved by the Community Security Trust. Greg and Iulian are highly valued members of our school community and ensure children enter and leave safely with a known parent or carer. The school has a detailed policy covering all matters of health and safety, available on request from the school office. Children have unique personalities and abilities. We aim to meet the school community’s educational, social, emotional, and physical needs by creating an environment that encourages everyone to achieve their full potential. In the past two years, the government has allocated funds to enhance the teaching of Physical Education and promoting healthy, active lifestyles for all children. In 2013-2014 the school invested in new wall bars and apparatus in the hall which is accessed by all pupils during their indoor PE sessions. In 2014-2015 the school invested in new playground markings which all children access at playtimes making these times more enjoyable and active.