ABOUT US

The N. Yadlin Interdisciplinary Campus in Rishon Le-Zion (hereafter: "the campus") leads an educational and pedagogical concept that promotes students and graduates with personal leadership, as a supreme principle. Students and graduates who know how to lead themselves and, consequently, also lead others.

The development of the supreme principle of personal leadership takes place over all the years of study on campus, from first grade to twelfth grade, and is expressed through 3 core principles:

• Choice
• Independence
• Achievement

The core principles are anchored in a clear theoretical framework based on research and are expressed, among other things, in the mentoring processes of the educational staff and the students, in a common language in the various fields of study, and they pass throughout all the educational content on campus.

The personal leadership ability, the skills and the tools learned, allow each and every one of the students and graduates, both during their studies on campus and later in their lives, to be able to lead their lives independently in a wide variety of fields.

The fields are many and varied, and include, among others, the following fields: academic, personal, family, social and hobbies.

The educational and pedagogical concept of the campus gives the students a mindset, skills, abilities and tools, which allow them to cope, grow and develop, in an optimal way in a competitive, changing world, which is developing at a fast pace.

Personal leadership allows all students on campus to lead their lives, to have the ability to choose and be independent, in general, and in their learning processes, in particular.

As part of the development of achievement, the campus enables equal opportunities for all students (including equal gender opportunities and providing a platform for multiple intelligences in different fields). The campus allows students to have academic acceleration and/or academic strengthening, as required. Achievement is personal achievement, each relative to himself, not out of competition with others.

The educational and pedagogical concept of the campus is implemented, among other things, by using mentoring processes, both for the teaching staff and for the students, as a connecting factor between the supreme principle and the three core principles. The teaching staff takes part in a professional development process from the "classic" teacher and educator to the "mentor" character, so that every teacher on campus is a mentor for his students and a mentor for his colleagues on the team. The training in the field of mentoring is granted to the staff within the campus, which allows each staff member to receive the support of a mentor for himself, for application in his personal and professional life.

Besides the disciplinary knowledge and abilities, which are learned and practiced in the various subjects, the campus also teaches a collection of general skills that support and guide entrepreneurship, thinking, learning and development regardless of the type of knowledge and without limitation to a specific field of knowledge. These are the skills of the graduate figure, as defined by the Ministry of Education in the 2015 school year and based on the theoretical framework of the OECD, Education 2030.

The process of developing personal leadership in the students is built along the academic continuum in the 12 years sequence at all the years of study on campus, and is adjusted for age:

Elementary school (grades 1-6) – Oriented learner

Middle school (grades 7-9) – Self-directed learning

High school (grades 10-12) – Independent learner

Expansion regarding the core principles:

Choice:

The students experience choice as a tool for implementing personal leadership, autonomy and increasing motivation for learning, by transferring the leadership and responsibility for choice and implementation to the students. The application of the principle of choice is reflected in the fact that a choice is made based on interest and content that lead the students. They choose a variety of frameworks: majors, elective courses, choosing learning partners, choosing mentors, choosing learning projects, choosing leadership areas and more.

Independence:

The students go through learning processes that invite informed decision-making, identification of required actions, setting goals and objectives for development and learning and independent striving to achieve them in a way that promotes cognitive and interpersonal abilities. The students carry out research processes within the framework of seminary studies, and are able to investigate, criticize, control and monitor their thinking, motivation and behavior. All this with the goal that the graduates of the campus will be able to motivate themselves to actions with effort, without guidance, support, push or encouragement from outside parties. Independence exists both in the learning spaces available to the students and in self-management hours in the school hours system.

Achievement:

Personal achievement, each in relation to himself, and not out of competition with others.

Personal achievement is reflected in the value of equality promoted on campus. The students experience learning that appeals to different types of intelligences that relate to the different areas of the students' lives and according to their inclinations. Orienting students to entrepreneurship and exploring diverse options in education, acquiring a profession and career. There is also reference to gender equality in all arenas: curricula, organizational arrangements,

taught content, dealing with sexuality and the gender composition in the system and the authority relations in it. As part of their studies on campus, the students deal extensively with the subject of children's rights. In high school, the students will apply and receive accreditation for matriculation according to the level of the exam, will be strengthened in languages, advanced communication and science subjects for extension. The students take part in learning the three subjects of pure science: physics, chemistry and biology and are entitled to a scientific-technological certificate.

Personal achievement is reflected in the various options available on campus to accelerate and/or strengthen studies according to the students' wishes, needs and abilities. The planning of the learning and the distinctions are adapted to the learning pace of the students. They experiment with choosing centers of development and determining the rate of study based on the recognition that the ability to think and learn and the rate of cognitive development differ from person to person.

Study frameworks on campus in middle school:

The middle school students on campus study five days a week (Sunday-Thursday), in several main settings, according to the different age groups.

• Core studies:

As part of the core studies, the students study the four core subjects: mathematics; Hebrew language; English language and science and technology.

• Majors – Development centers:

Students choose centers of development, majors, according to their interests:

• Mofat major (accelerated mathematics, physics).
• Scientific-technological major (mathematics, physics, sciences).

• ART-TECH major (design, manufacturing, technology).
• Tamir major (programming, computers, entrepreneurship, robotics).

• Mentors:

The students in the middle school choose each year, the mentor teacher, from the staff of teachers at the school, who will accompany them throughout the school year. The teaching staff takes part in a professional development process from the "classic" teacher and educator to the "mentor" character, so that every teacher on campus is a mentor for his students and a mentor for his colleagues on the team.

• Languages:

In addition to studying Hebrew and English, students choose to study one more language: Chinese, French, Arabic or Spanish.

• Elective courses – "campuses":

Every year the students choose which areas of knowledge in which they wish to expand their studies.

• In the 7th grade – the students choose an annual field of specialization, out of four fields of specialization. Each field includes three courses, one of which is a research seminar, a total of 6 hours per week during the year.
• In the 8th grade – the students choose an annual field of specialization, out of three fields of specialization. Each field includes three courses, one of which is a research seminar, a total of 6 hours per week during the year.
• In the 9th level – the students choose an annual field of specialization, out of three fields of specialization. Each field includes three courses, one of which is a research seminar, a total of 6 hours per week during the year.

• Interdisciplinary courses:

As part of the interdisciplinary learning, the students learn additional subjects that are combined together in learning clusters. Subjects such as the Bible, heritage, geography, history, citizenship and literature are integrated together in the learning process, in order to provide a complete view of the subjects studied from several perspectives. Within the interdisciplinary courses, the students choose the friends with whom they will study in the learning groups.

• Self management:

Students on campus have hours in the study schedule dedicated to self-study. Within these hours, the students work according to their choice on different subjects, and manage their time and priorities independently as part of their personal leadership development.

• Young mentors:

9th grade students on campus study in small leadership groups and go through a mentoring process themselves, for application in a variety of areas: academic, personal, social, family, classes and hobby. Students also learn to be young mentors, for students in younger age groups on campus, all as part of mentoring being a connecting factor between the supreme principle and the three core principles on campus, as detailed above.

Commendable marks:

• In 2022, the campus was recognized by the Department of Research, Development, Experiments and Initiatives of the Ministry of Education, as a nationally unique regional school in the field of scientific and technological uniqueness.
• In 2022, the campus was chosen by the Department of Research, Development, Experiments and Initiatives of the Ministry of Education to represent Israel within a unique international project of the OECD: Future of Education and Skills 2030, in which leading schools from different parts of the world participate.