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.