Early Level Religious and Moral Education – What does it look like?
Significant aspect of learning
3. Investigating religious beliefs, values,
issues, traditions and practices through a
range of primary and secondary sources
And contributes to
Appreciating the importance of respect for
the beliefs, values and traditions of others
and being able to demonstrate this.
Learning statement
Practices and Traditions
‘Understand that religious and other
celebrations, practices, festivals and
traditions are important to people.
Learning Intentions
 To explore and develop knowledge and understanding
of Judaism as a religion
 Learn about and become aware of customs in religious
peoples lives.
Success Criteria
 I am developing a knowledge and understanding of
Judaism as a religion.
 I know and understand that matza and challah bread
are important in Judaism.
 I have developed an understanding of the importance of
Passover and the ‘sedar meal’ in Judaism.
Practices and
Traditions
I am becoming
aware of the
importance of
celebrations,
festivals and
customs in religious
people’s lives.
RME 0-06a
RME 0-06a
Prior learning
Throughout their time in nursery the individual child has taken part in learning experiences and activities around Chinese New Year, Diwali,
Chanukah and Christmas giving each the child an increasing early awareness of religious festivals and celebrations.
The planning process for this series of learning experiences within RME aimed at contributing to the learner’s development of beliefs and values,
knowledge and skills by learning about Judaism as a world religion. A balance of active, collaborative and individual learning experiences ensured
depth, progression and challenge through a RME focus, incorporating the design principles of Curriculum for Excellence. A range of evidence was
therefore gathered using the write, say, make and do process. Children learned about the history, traditions, meanings and beliefs surrounding
Judaism and how Jewish faith people continue to celebrate certain festivals and traditions today. A range of resources were used across different
areas of the nursery, including using ICT, baking area, writing table and book corner.
“Matzo bread is
important to Jewish
people, there is no
yeast because they had
to leave quickly in the
story (of Moses)’
‘They make the bread to
remember the story
during Passover’
Learning Experience 1- Making and eating Matza bread
The learner was introduced to Judaism and that this religion is of
great tradition and has a special history. The Child Development
Officer (CDO) discussed Matza bread and how important it is in
Jewish people’s lives. The learner looked at pictures, books and
photographs of families eating a special meal called the Sedar
Meal. Using the story of Moses the learner discussed why the
Matza bread is unleavened and the traditions of making and
eating the bread. The learner then followed a recipe to make the
Matza bread and while it cooked wrote out their recipe. During
this time the CDO took the time to discuss and where possible
recall the ingredients and baking process, and why bread is
important in the Jewish faith. Throughout the baking activity
dialogue between the learner and CDO and other children
continually reinforced new language and understanding.
The Learner is
encouraged to
mark make
and write their
own recipe to
take home with
their bread.
The learner followed a recipe card to make the Matza
bread discussing the traditions behind the preparation
and cooking processes. This helped the learner
recognise and develop an understanding of
respectfulness and the importance of these traditions.
Learning Experience 2 – Making and eating Challah bread
Following on from making the Matza bread, the learner discussed Challah bread and the tradition
behind when Jewish people make and eat Challah bread, how this bread contains yeast and when
Jewish people will eat this bread instead of Matza. Throughout this baking activity the learner was
discussing with the CDO and other learners what they already know about Jewish traditions and gaining
new knowledge about Judaism.
We are using yeast to
make the Challah bread
rise. We are getting ready
to pleat our bread, we
need 3 long bits.
The learner shared their knowledge
and understanding following the clip
recorded in a learning map
Learning experience 3 – Video clips and learner discussions
Using the promethean board the learner watched a BBC learning clip on a Passover celebration with a
family showing the importance of bread to their sedar meal, the blessing over the candles and the
traditions in their religion. The member of staff led a discussion following the clip and when questioned
“What have you learned about Passover and the sedar meal?” the learner dialogue included:
“The meal is called Passover, the plate is the sedar plate”
“It’s a meal that tells a story, the lady of the house says a blessing over the candle and their special
book is called the Torah”
“The bitter herbs remind them of the hard life in Egypt”
“Passover reminds them why they had to leave in a hurry and why matza bread doesn’t have yeast”
“Like we have Scottish food, this is called Passover” “ It’s just like Christmas day in our house when
we all have dinner together and say a prayer, we have a special meal too.”
The learner dialogue contributes to their increasing knowledge and
understanding of Passover.
‘Written’
assessment
evidence gathered
Written
evidence of
the learners
work to track
progress and
achievement
Evidence of Achievement Related to Significant Aspects of Learning in
3. Investigating religious beliefs, values, issues, traditions and practices through a range of primary and secondary sources



The learner has an understanding of Judaism and can describe Passover, the bread eaten at Jewish meal times and can identify and
recognise the sedar meal.
Can watch video clips and take part in group discussions informing others of new knowledge and understanding of Judaism as a religion.
Use early mark making, words and pictures to support knowledge and understanding of Judaism with comments to explain their choices
and evidence learning.