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62 Simon Caplan would

editor Walter Ackerman
62 Simon Caplan would signal the schools commitment to academic excellence. Immanuel College is a selective school, and the administration of its selection mirrors that of the other independent schools. There the similarity ends. Immanuel College has developed quite different stan-dards for assessment. Selection is based on examinations and inter-views as it is in the other independents, but with a quite different emphasis. The school takes into account various Jewish criteria, including proficiency in Hebrew and Jewish Studies. The concept of excellence is applied specifically rather than generally: a child with a particular talent in one area might be granted a place even if he or she is weak in the core subjects that determine entry to the other inde-pendents. Most importantly, the school tends to gauge aptitude and attitude rather more than it attempts to assess attainment. Immanuel College conforms to the independent school selection process, but its criteria are significantly different. On Time Devoted to Jewish Studies The feasibility study found this to be a  sensitive issue. To quote the survey:  Most parents suggested a weighting of fifteen to twenty per-cent and were clearly disturbed by proposals of twenty- five percent or more. Here again a high weighting was regarded as a reflection of an excessively religious orientation, quite apart from its practical implications in relation to the time available for secular subjects. The key target population, including the Jewishly committed parent, perceived time taken for Jewish Studies as time lost for the essential subject matter of education. This issue could affect a decision to send a child to the school. Immanuel College as a reality allocates approximately twenty- five percent of the timetabled hours to specifically Jewish areas. In addition, the school attempts a high degree of cross- curricular cooperation, particularly in certain key areas such as history, which entails a further  incursion of Jewish learning into the curriculum. Furthermore, students consider Jewish Studies one of the most popular of subjects — perceived as a key to the spirit of intellectual inquiry which drives the institution rather than as a sacrifice in time from the secular curriculum. Chapter Home  | TOC

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62 Simon Caplan would signal the school's commitment to academic excellence. Immanuel College is a selective school, and the administration of its selection mirrors that of the other independent schools. There the similarity ends. Immanuel College has developed quite different stan-dards for assessment. Selection is based on examinations and inter-views as it is in the other independents, but with a quite different emphasis. The school takes into account various Jewish criteria, including proficiency in Hebrew and Jewish Studies. The concept of excellence is applied specifically rather than generally: a child with a particular talent in one area might be granted a place even if he or she is weak in the core subjects that determine entry to the other inde-pendents. Most importantly, the school tends to gauge aptitude and attitude rather more than it attempts to assess attainment. Immanuel College conforms to the independent school selection process, but its criteria are significantly different. On Time Devoted to Jewish Studies The feasibility study found this to be a \\" sensitive issue.\\" To quote the survey: \\" Most parents suggested a weighting of fifteen to twenty per-cent and were clearly disturbed by proposals of twenty- five percent or more. Here again a high weighting was regarded as a reflection of an excessively religious orientation, quite apart from its practical implications in relation to the time available for secular subjects.\\" The key target population, including the Jewishly committed parent, perceived time taken for Jewish Studies as time lost for the essential subject matter of education. This issue could affect a decision to send a child to the school. Immanuel College as a reality allocates approximately twenty- five percent of the timetabled hours to specifically Jewish areas. In addition, the school attempts a high degree of cross- curricular cooperation, particularly in certain key areas such as history, which entails a further ' incursion' of Jewish learning into the curriculum. Furthermore, students consider Jewish Studies one of the most popular of subjects — perceived as a key to the spirit of intellectual inquiry which drives the institution rather than as a sacrifice in time from the secular curriculum. << Chapter >> Home | TOC
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Varda Books - 1-59045-968-7


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