7. Judaism
Judaism statutory content part 1
Judaism statutory content part 2
1.
2.
3.
4.
Unit 1: beliefs about God
Unit 2: celebrations in the Jewish home
Unit 3: Jewish life
Unit 4: Passover
Waltham Forest Agreed Syllabus for Religious Education
JUDAISM Part 1
God
¾
Jewish belief about God
ƒ
God is One.
ƒ
God is the Creator.
Torah
¾
The Torah is in the form of a scroll
ƒ
Written in Hebrew.
ƒ
Written on parchment.
ƒ
It contains :
laws and rules which set out how
Jewish people should live:
⋅ keeping Shabbat
⋅ kashrut (the Kosher kitchen)
Stories
⋅ The Creation
Care for the environment
¾
The work of the Scribe
Waltham Forest Agreed Syllabus for Religious Education
Statutory Content
The Jewish Community
¾
Family life
ƒ
The Jewish Home
ƒ
The mezuzah identifies the home as
Jewish
ƒ
Shabbat
Shabbat and the day of rest
Preparations for Shabbat
The Friday night meal
Welcoming Shabbat
Lighting and blessing candles
Blessing the wine
Blessing the challah
Eating as a family
Havdalah
¾
Festivals celebrated in the home
ƒ
Hannukah
ƒ
Succot
¾
The Synagogue
JUDAISM Part 1:1
JUDAISM Part 2
God
¾
Jewish belief about God
ƒ
God cares for all people.
¾
Belief exemplified through:
ƒ
story of Moses;
ƒ
wearing kippah, tallit, tzitzit.
¾
The value and expression of gratitude
ƒ
General blessings.
Torah
¾
¾
The Jewish Community
The Torah
ƒ
Respect shown to the Torah.
ƒ
The Ten Commandments.
ƒ
Laws and rules which set out how people
should live.
ƒ
Stories - the life of Moses.
¾
Family Life - life rituals
ƒ
Bar Mitzvah and Bat Mitzvah.
ƒ
Marriage.
¾
Festivals and Celebrations
ƒ
Passover (exodus and freedom).
Study of the Torah
ƒ
Reading the weekly portion.
ƒ
Learning to read the Torah for Bar
Mitzvah.
ƒ
Respect and honour for the Torah and
God's name.
¾
The Synagogue
ƒ
A special place for Jewish people.
ƒ
Worship and the community.
Weekly worship.
Venue for special occasions.
Community centre.
Place of prayer.
Place of study.
Main features.
ƒ
Role of the Rabbi.
¾
Israel
ƒ
Has always been a special place for
Jews.
Waltham Forest Agreed Syllabus for Religious Education
Statutory Content
JUDAISM Part 2:1
JUDAISM Part 1
Unit 1: Beliefs about God
What this unit contains
Beliefs about God, the Creator.
The creation story from the Torah.
Shabbat - a gift from God and a response to creation.
Jewish rules for living – Kashrut.
Where the unit fits and how it builds
upon previous learning
This is planned as the introductory unit on Judaism. If placed in upper key stage 2 teachers will need to
differentiate activities accordingly.
Extension activities and further thinking
¾
¾
¾
Describe key times in life when pupils have shared special times with others and explain why they
are significant.
What is the value of a day of rest once a week?
Find out the meaning of a mitzvah.
Vocabulary
Torah
Hebrew
Judaism
Jewish
SMSC/Citizenship
scroll
yad
bless
Shabbat
Havdalah
blessing
challah
Creation
Creator
Kosher
Mitzvah
Waltham Forest Agreed Syllabus for Religious Education
¾
¾
¾
¾
Belonging includes sharing good and bad times together.
Community responsibilities.
Beliefs about the meaning and purpose of the world.
Rules by which members of different communities live their lives.
Teaching unit
JUDAISM Part 1 Unit 1:1
JUDAISM Part 1
Unit 1: Beliefs about God
Unit 1 Session 1
Learning objectives
Pupils should:
¾
A
T
1
A
T
2
Recall knowledge of the story of the six days of creation from the Natural World unit
by watching a video of the Jewish creation story or reading an appropriately pitched
version. Explain that the story can be found written in the Jewish holy book, the
Torah. Remind pupils that Jews believe that when God created the world He was
pleased with what He had created and rested on the seventh day.
√
know that Jews
believe in one God,
who created
everything;
√
¾
¾
know that the Jewish
story of creation is
found in the Torah, a
holy book for Jews;
√
¾
understand Jewish
beliefs about caring
for God's creation.
√
Share how people feel when they have made something - a sense of ownership,
pride/ pleasure and responsibility. Share experiences of members of the class when
people spoil something that they have spent time & care over.
Sensitivities, points to
note, resources
Resources
Video: ‘Quest – Creation’
Channel
Sheet - Torah Rules for
Animals.
Explain that Jews believe that God wants humans to care for creation. Hand out
and discuss the rules on the sheet 'Torah rules for animals'.
√
share feelings about
having a responsibility
for caring for the
world;
Suggested teaching activities
√
As a class, brainstorm what these rules might mean in caring for the world globally or
locally.
√
Discuss how members of the class can care for the school environment. Devise a
class set of rules for everyone about caring for each other's property or for part of the
school. Share these with the school council if there is one.
As a class, recall and summarise what have been learnt about Jewish beliefs about
God and creation.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
JUDAISM Part 1 Unit 1:2
JUDAISM Part 1
Unit 1: Beliefs about God
Unit 1 Session 2
Learning objectives
A
T
1
A
T
2
Before the lesson set up a display of 'special books' e.g. prizes, old or beautiful
books or books which have sentimental value or contain stories which have special
meanings.
Pupils should:
¾
¾
¾
share ideas about
special books,
including what makes
a book special and
how to treat a special
book;
know that the Torah:
ƒ
is written in
Hebrew
ƒ
is made as a
scroll,
ƒ
is very special to
and is treasured
by Jews,
ƒ
contains rules
about how to
live;
know that a Yad is
used to keep your
place when reading a
Torah scroll.
Suggested teaching activities
√
Examine some of the books on the display and discuss why each has been
considered special. Talk about pupils’ own special books. Agree and record a set of
class rules for how special books should be treated.
Examine a mini-torah scroll; demonstrate how a scroll works. Explain that a Torah
scroll is a collection of books and is a very special holy book for Jews. Explore with
pupils how a book in a religion is even more special than their special books.
√
Show pupils photographs or a video of Torah scrolls and discuss the size and
weight of real scrolls. Explore how these are treated with respect and care. Talk
about how a Yad is used and if possible examine one.
√
√
Examine some written Hebrew and explain that this is the language used in the
Torah, and that Jewish people learn to read this language.
Explain that as well as stories like the Creation, the Torah contains rules for Jewish
people about how they should behave.
√
Watch the short video section from the Faiths CD Rom or from the LgFL online
‘Shabbat at the Synagogue part 2’.
√
Make a mini-scroll. In best handwriting, write on the scroll some rules about how
books should be treated.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to
note, resources
Resources
Collection of ‘special’ books.
Badger Religious Education KS1 Teacher Book 3 and
posters.
Espresso & LgFL Faiths CD
Rom or online ‘Shabbat at
the Synagogue part 2’
Artefacts
Yad.
Mini torah scroll.
Video or pictures showing
Torah scrolls in a synagogue.
Examples of Hebrew writing.
Celebrate the skills of
members of the class who
are bilingual.
N.B. As the Torah is written
by hand and the work of a
scribe is important pupils
should be expected to model
this by taking the greatest
care with their 'scroll rules'
JUDAISM Part 1 Unit 1:3
JUDAISM Part 1
Unit 1: Beliefs about God
Unit 1 Sessions 3 & 4
Learning objectives
A
T
1
A
T
2
Before the lesson set out a table for a Shabbat meal in the classroom,
including 2 candlesticks, candles, challah bread, board, challah cover, bottle
of grape juice representing wine.
Pupils should:
¾
¾
consider how time
spent with family and
friends can be very
special;
know about Shabbat:
ƒ
a special time for
Jewish people
every week,
ƒ
recalls God’s day
of rest after He
made the world,
ƒ
how people
prepare for
Shabbat,
ƒ
what happens
during the Friday
night meal,
including the
blessing of
children, bread
and wine.
Suggested teaching activities
√
√
√
Discuss special times that members of the class have shared with family
and friends. Share feelings about being with people who matter to them and
about belonging. Talk about feelings of anticipation leading to family
occasions.
Watch elements of a video showing Shabbat, focussing on the Friday night
meal, the preparations and the blessings. (e.g. Pathways of Belief –
Judaism programme 1 or ‘candle’ section of ‘Candle, water, moon, tree and
sword’ video) or invite in a member of the Jewish community to talk about
Shabbat in the home.
√
Examine the Shabbat table in the classroom and discuss the items,
exploring why they are on the table. Talk about the idea of welcoming
Shabbat as if it were a special visitor. Do members of the class have
special days with their families? How do these make them feel?
√
Taste some challah bread.
√
Make individual Shabbat table mats decorated with items from the Shabbat
table or pictorial representation of the days of creation.
√
Record wishes for making time with family and friends special on a short
response sheet, or write an individual 'blessing' for something special in
their lives.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to note,
resources
Resources
Shabbat table artefacts :
2 candles, candlesticks, challah
cover, breadboard, challah, loaf.
Videos
Pathways of Belief –
(BBC).
Judaism
Water, candle, moon, tree and sword
(candle section) Channel 4.
Places of Worship – Synagogue
section showing Shabbat in the
home BBC.
Or Film footage ‘Shabbat at Home’
from the Espresso & LgFL Faiths CD
Rom or online
Art materials for making place mats
paper/collage/ textiles as
appropriate).
Short response sheet – ‘we talked
about Shabbat… my wishes for
special time with my family / friends
are…’
JUDAISM Part 1 Unit 1:4
JUDAISM Part 1
Unit 1: Beliefs about God
Unit 1 Session 5
Learning objectives
Pupils should:
¾
know that Shabbat
lasts from dusk Friday
to dusk Saturday;
¾
know about the
Havdalah ceremony
that takes place in
Jewish homes on a
Saturday night;
A
T
1
A
T
2
√
√
consider feelings
associated with
looking forward to and
finishing Shabbat
each week.
Recall knowledge about Shabbat from previous weeks. Discuss the
importance for Jews of one day of the week in a Jewish home being set
aside for the family. Consider how the family looks forward to it and how
they might feel at its end.
Watch part of the video showing Havdalah ceremony. Examine the
artefacts and talk about the symbolism of the plaited candle and the spice
box.
√
¾
Suggested teaching activities
Sensitivities, points to note,
resources
Resources
Videos
Pathways of Belief – Judaism
Water, candle, moon, tree and sword
(candle section)
Places for Worship – Synagogue
section showing Shabbat in the home
Havdalah information sheet
√
√
√
Pass around the spice box and smell the delightful spices. Talk about the
idea of the ‘fragrance’ of Shabbat making the next week better.
Make and decorate spice boxes and fill with spices, e.g. cinnamon sticks.
On the boxes or on spice box shaped paper, write down good wishes for
the next week.
Artefacts
Spice box, spices
Havdalah candle & holder
N.B. Be wary of using ground spices
as these may make pupils sneeze
N.B. Every day is counted from dusk
on one evening until after dusk on the
next evening
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
JUDAISM Part 1 Unit 1:5
JUDAISM Part 1
Unit 1: Beliefs about God
Unit 1 Session 6
Learning objectives
A
T
1
√
Pupils should:
¾
¾
¾
know that there
are many reasons
why people do or
do not eat certain
foods;
know that food in a
Jewish home is
prepared in a
special way;
A
T
2
√
√
√
know about the
rules of Kashrut
(Kosher) and that
these are among
the rules found in
the Torah.
√
Suggested teaching activities
Discuss different reasons why people do or do not eat
certain foods, e.g. food intolerances, likes and dislikes,
moral beliefs (vegetarianism) or faith food rules. Share
information about foods which some members of the
class never eat and others eat frequently.
Explain that in a Jewish home the preparation of food is
done very carefully, following rules in the Torah. This
makes food kosher or permitted.
Watch section of video showing how the rules of
Kashrut influence daily life (e.g. Pathways of Belief –
Judaism Programme 3) or read together 'Fins and
Scales'. Consider the types of food which Jewish
people eat and list those that are permitted (kosher)
and those that are forbidden. Do a matching exercise of
foods – kosher / not kosher or devise a menu for a meal
to be shared with a Jewish friend. If using the video
sing the kosher song.
Focus for assessment
Sensitivities, points to
note, resources
Assessment Levels
Level 1 Attainment target 1
Pupils use some religious
words and phrases to
recognise and name features
of religious life and practice.
They can recognise symbols,
and other verbal and visual
forms of religious expression.
Resources
Videos
Pathways of Belief –
Judaism.
Candle, water, moon, tree
and sword.
Level 2 Attainment target 1
Pupils use religious words
and phrases to identify some
features of religion and their
importance for some people.
Pupils suggest meanings for
religious actions and
symbols.
'Fins and Scales' by Miller &
Ostrove pub: Karben
ISBN - 0929 371-26.
Pictures of kosher and nonkosher foods.
Assessment task
Record four facts about how Jewish people celebrate
Shabbat and describe / draw two items that are used in
the Jewish home during the celebration.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
JUDAISM Part 1 Unit 1:6
JUDAISM Part 1
Unit 1: Beliefs about God
Unit 1 Session 1 Information Sheet 1
Torah Rules for Animals
Do not muzzle the ox while he threshes the grain. It is not right to
show an animal a lot of food and not allow him to eat it.
Deuteronomy Chapter 25 verse 4
If you meet your enemy's ox or his donkey wandering away, you
shall surely return it to him
Exodus Chapter 23 verse 4
On the Sabbath when people rest from work they should let their
work animals rest too.
Exodus Chapter 23 verse 12
Do not harness a mule and an ox together because they have
different strength and sizes.
Deuteronomy Chapter 22 verse 10
If you have to kill an animal for food you should be as gentle as
you can.
Deuteronomy Chapter 12 verse 21
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
JUDAISM Part 1 Unit 1:7
JUDAISM Part 1
Unit 1: Beliefs about God
Unit 1 Session 5 Information Sheet 2
Havdalah
Havdalah is a ceremony that marks the end of Shabbat. It takes
place in Jewish homes on Saturday evenings approximately one
hour after sunset.
The ceremony requires wine, spices and a candle with several
wicks intertwined. Taking the wine cup in his hand, the father
praises God and pronounces the blessing over the wine and the
spices, and passes them round for everyone to smell.
A blessing is then recited over the light of the candle. A final
blessing is given, praising God as everyone sips some wine.
The ceremony ends with the candles being doused in the
remaining wine.
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
JUDAISM Part 1 Unit 1:8
JUDAISM Part 1
Unit 1: Beliefs about God
Unit 1 Session 2 Information Sheet 3
Torah Scrolls
800 Year Old Sephardic
Sefer Torah from Spain
Torah scroll being read by a
young boy at his Bar Mitzvah
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
JUDAISM Part 1 Unit 1:9
JUDAISM Part 1
Unit 1: Beliefs about God
Unit 1 Information Sheet 4
The Hebrew Alphabet
The Jewish Bible is written in Hebrew. Below is an illustration of its modern-day alphabet. Included with each character is
its approximate corresponding sound when spoken. Please note, that in Hebrew each character is read from right to left.
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
JUDAISM Part 1 Unit 1:10
JUDAISM Part 1
Unit 1: Beliefs about God
Unit 1 Session 3 Activity Sheet 1
Short Response Sheet
We talked about Shabbat and my wishes for special time with my family / friends are:
.......................................................................................................................
.......................................................................................................................
.......................................................................................................................
.......................................................................................................................
.......................................................................................................................
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
JUDAISM Part 1 Unit 1:11
JUDAISM Part 1
Unit 2: Celebrations in the Jewish Home
What this unit contains
The Torah.
The mezuzah signifies the Jewish home.
Festivals celebrated at home – Hannukah and Sukkot.
An introduction to the Synagogue.
Where the unit fits and how it builds upon
previous learning
This unit builds on work covered in Unit I and further develops pupils’ knowledge about the
importance of the home in Judaism. It develops pupils’ knowledge about the Torah and introduces
pupils to the Synagogue.
Extension activities and further thinking
¾
¾
Reflect on the feelings of refugees when escaping to a new land (linked to Sukkot).
How might a long journey together have made the people of Israel think of themselves as a
family?
Vocabulary
Mezuzah
Shema
Hanukkah
dreidel
latkes
SMSC/Citizenship
doughnuts
oil
miracle
Sukkot
sukkah
willow
synagogue
Ark
Torah
myrtle
etrog
palm
Hebrew
Waltham Forest Agreed Syllabus for Religious Education
¾
¾
¾
¾
Communities are made up of people who all have different contributions.
Rights of individuals in society.
Reflection on values that matter to all the class.
Importance of remembering the past.
Teaching unit
JUDAISM Part 1 Unit 2:1
JUDAISM Part 1
Unit 2: Celebrations in the Jewish Home
Unit 2 Session 1
Learning objectives
Pupils should:
¾
¾
¾
know about the
festival of Sukkot:
ƒ
the origin of a
sukkah;
A
T
1
A
T
2
Recall what pupils can recall about Judaism from Unit 1. Explain that in this unit
pupils will find out about two festivals celebrated by Jewish people.
√
√
√
what people do during
the festival and the
symbolism behind the √
way this is celebrated;
consider why it is
important to
remember and learn
from people in the
past.
Suggested teaching activities
Talk about how people who are travelling in the desert need to make temporary
homes. Discuss tents and other forms of shelter that can be easily erected and taken
down. Explain that at the festival of Sukkot Jews build a Sukkah, a special type of
temporary home, and that this reminds Jews of the time they travelled for many
years in the desert.
Show pupils a video of a Jewish family making and using a Sukkah and then talk
about why Jewish families build and use a sukkah today.
Watch the three short pieces of film about Sukkot in the ‘Espresso / LgFL Faiths CD
Rom or online at the LgFL.
√
√
Consider why it is important to remember the past. Complete a short response sheet:
'A special time in my life was….’
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to
note, resources
Resources
Books
My Jewish Life
My Jewish Faith
Story
Video
Pictures of the 4 species:
Etrog, myrtle, palm, lulav.
Espresso / LgFL Faiths CD
Rom or online at the LgFL
‘Sukkot parts 1, 2 3.’
Short response sheet.
“A special time in my life
was”.
JUDAISM Part 1 Unit 2:2
JUDAISM Part 1
Unit 2: Celebrations in the Jewish Home
Unit 2 Session 2
Learning objectives
Pupils should:
¾
A
T
1
know how and where
a Sukkah is made;
¾
know that Jews
believe that God is
everywhere;
√
Suggested teaching activities
Make a Sukkah in class. Decorate with fruit drawings / plastic or real fruits.
Consider, and where possible follow, rules about making a Sukkah, e.g. no nails,
must be able to see through the roof, can have two permanent walls etc.
√
√
¾
A
T
2
√
Share some food inside the Sukkah or classroom with guests, e.g. pupils from
another class. Explain to the guests why a Sukkah is built by Jews at Sukkot.
Record how the ‘four species’ are used to show that Jews believe that God is
everywhere.
consider the
importance of sharing
with others.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to
note, resources
Resources
Sukkah information sheet.
The Sukkah activity could link
to school harvest festival
celebrations.
N.B. If making a large scale
Sukkah is impractical, pupils
might make small shoe-box
Sukkahs.
JUDAISM Part 1 Unit 2:3
JUDAISM Part 1
Unit 2: Celebrations in the Jewish Home
Unit 2 Session 3
Learning objectives
Pupils should:
¾
¾
¾
know that in the
Jewish home the
Mezuzah contains the
Shema written on
parchment;
understand why the
mezuzah is placed on
the door posts of
Jewish homes;
A
T
1
A
T
2
Suggested teaching activities
√
Remind the class that Sukkot is usually celebrated both outside and inside a
Jewish home. This lesson will focus on going inside the Jewish home.
√
Watch the first part of programme one in the video Pathways of Belief Judaism about the Mezuzah and how it signifies the Jewish home. Find out
what is inside it - the Shema. Look at some examples of mezuzah designs.
Read the words and recall ways in which Jews put the Shema into practice in
their homes.
√
know that the Torah,
the sacred book of
the Jews, is also
hand-written on
parchment.
√
√
√
Talk about times when people might have to say aloud what they believe - e.g.
making a promise as a guide or scout or as a bride or groom at a wedding.
What does the Shema ask Jewish people to do? Break down the things that
are being asked, e.g. teach the Torah to children, say the Shema twice daily,
make and use the mezuzah. When is it hard to say what you believe?
Decide on something that is important to all the class and make a beautiful
hand-written statement that can be placed by the classroom door as a
reminder to the class every time they enter.
Find out about the work of a scribe in writing the text for the mezuzah and the
Torah. Either watch elements of programme two of Pathways of Belief Judaism Video or read sections of 'Sofer - the story of a Torah scroll'.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to note,
resources
Resources
Video: Pathways of Belief –
Judaism - BBC
Book
'Sofer - the story of a Torah
scroll'. By Eric Ray ISBN
0933873980
Mezuzah images
http://www.jewfaq.org/prayer/she
ma.htm
http://www.jewfaq.org/signs.htm
http://www.jewfaq.org/prayer/mez
uzah.htm
Shema (abridged version for
young children)
Note to teachers
The mezuzah reminds Jews of
God’s presence and protection
and of our duty to obey His
commandments
JUDAISM Part 1 Unit 2:4
JUDAISM Part 1
Unit 2: Celebrations in the Jewish Home
Unit 2 Session 4
Learning objectives
Pupils should:
¾ know that the
Synagogue is the
Jewish place of
worship;
¾
¾
know that the Torah
scrolls are kept in a
special cupboard
called an Ark;
A
T
1
A
T
2
Suggested teaching activities
Using video clips, pictures, a book or a synagogue jigsaw puzzle, show pupils the
layout of a synagogue, concentrating on the Ark as the special place where the
Torah scrolls are stored.
√
√
Talk about how and where pupils might keep things that are precious to them.
Consider issues of security, beauty etc.
√
Design a place or a container for keeping something special.
Sensitivities, points to
note, resources
Resources
Video of a synagogue,
pictures, book or jigsaw
puzzle of a synagogue.
Espress & LgFL Film footage
– Judaism ‘The Synagogue’
and ‘Shabbat at the
Synagogue (part 1)’
consider places
where pupils keep
things that are special
to them.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
JUDAISM Part 1 Unit 2:5
JUDAISM Part 1
Unit 2: Celebrations in the Jewish Home
Unit 2 Session 5
Learning objectives
A
T
1
√
Pupils should:
¾
¾
consider why it is
important to
remember and learn
from people in the
past;
know about the
festival of Hanukkah:
ƒ
the story behind
the festival,
ƒ
the inner
meaning.
A
T
2
Suggested teaching activities
Talk about why it is important to remember people who have done
special things in the past. Share examples from contemporary life.
√
Explain that in the final two lessons of the unit pupils will learn about
Hanukkah, another special festival for Jewish people.
√
Retell the story of the Macabees (examples can be found on the
websites referred to in the resources column) and the miracle of the
oil or read the story of "Judah, Who Always Said No" as a way of
telling the story.
√
√
√
Reflect on the inner meaning of the story - the rights people have to
worship and live their lives the way they want and why this might be
important.
Make simple Hanukiah pictures. Recap story. Using a Hanukiah,
explain how the candles are lit every evening. Estimate how many
candles are used over the festival (44) and model the lighting
ceremony with pupils prompting the actions. Link to the miracle of
the oil.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to note,
resources
Resources
Story of the Macabees and the miracle of
the oil.
http://www.holidays.net/chanukah/story.html
http://www.geocities.com/Heartland/Prairie/
5493/hanuka.html
http://search.aish.com/holidays/Chanukah/d
efault.asp?s=g&k=chanukah
http://www.jafi.org.il/education/festivls/hanuk
a/
http://www.kidsdomain.com/holiday/chanuk
ah/about.html
http://www.sesameworkshop.org/parents/ac
tivity/article.php?contentId=19220
Hanukiah.
Candles.
Materials for making Hanukiah e.g. black,
gold and red paper.
Books
'Judah, Who Always Said No’ Harriet K.
Feder ISBN 0929371143 or other version of
the story
'A World of Festivals- Hanukkah' by Clark,
Rose and Rose. ISBN 023751802-3
JUDAISM Part 1 Unit 2:6
JUDAISM Part 1
Unit 2: Celebrations in the Jewish Home
Unit 2 Session 6
Learning objectives
A
T
1
Pupils should:
√
¾
know about the
festival of
Hanukkah:
ƒ
how it is
celebrated in
the home,
ƒ
symbolism
attached to
elements of
the
celebration.
A
T
2
Suggested teaching activities
Focus for assessment
Recall work from previous session. Explain that as
well as lighting candles, there are other ways that
Hanukkah is celebrated.
√
√
Share experiences about special foods that are
eaten at times of celebration. Discuss why it might
be important to eat foods cooked in oil at Hanukkah.
Show pupils some latkes and doughnuts and explain
that they are eaten during the festival. Share
doughnuts in the class.
If the class can be split into groups and staffing
permits a group could make latkes for the class to
share or you could have latkes from a shop for the
class to try.
Explain how this gambling game was used as a
cover for studying the Torah in a time of persecution.
√
Play the dreidel game. Record simple
rules/instructions for the game or for making latkes.
√
√
Assessment task
Using examples of what is remembered and how it
is celebrated, describe why Jews find it important to
remember the festivals studied in this unit.
Waltham Forest Agreed Syllabus for Religious Education
Assessment Level
Working at:
Level 1 Attainment target 1
Pupils use some religious words and
phrases to recognise and name
features of religious life and practice.
They can recall religious stories and
recognise symbols.
Attainment target 2
Pupils talk about their own
experiences and feelings, what they
find interesting or puzzling and what
is of value and concern to
themselves and to others.
Level 2 Attainment target 1
Pupils use religious words and
phrases to identify some features of
religion and its importance for some
people. Pupils retell religious stories
and suggest meanings for religious
actions and symbols. They identify
how religion is expressed in different
ways.
Attainment target 2
Pupils ask, and respond sensitively
to, questions about their own and
others’ experiences and feelings.
Teaching unit
Sensitivities, points to
note, resources
Resources
Hanukiah and candles
Doughnuts
Ingredients and recipe for
latkes
Dreidels and instruction
http://www.historychannel.
com/exhibits/holidays/han
ukkah/
http://www.chabad.org/holi
days/chanukah/default.asp
N.B. Making latkes in hot
oil could be dangerous
JUDAISM Part 1 Unit 2:7
JUDAISM Part 1
Unit 2: Celebrations in the Jewish Home
Unit 2 Session 2 Activity Sheet 1
Building a Sukkah
Here are the requirements for the construction of a Sukkah:
The Sukkah must have at least two complete walls and a small third wall.
TWO AND A HALF
WALLS
THREE WALLS
FOUR WALLS
Using one or two existing walls of your home / building will make the Sukkah easier to build.
The size of a Sukkah varies but according to Jewish law it must be a minimum of 70cms square and at least a metre high. It should not be more
than nine metres high.
On top of the Sukkah loose branches are placed to make a temporary roof. These must:
1.
Be from something which grows from the ground.
2.
Be cut, e.g. evergreen branches, corn stalks or other natural materials.
3.
The branches must be placed so there is more shade than light but you must be able to see the sky through them.
The Sukkah walls can be of wood, curtain or any other material but must be firm enough to keep out a strong wind.
Your Sukkah should be built in a clean, pleasant place and decorated to make it as attractive as possible. Use autumn fruits and vegetables,
children’s drawings, holiday cards etc to make the shelter beautiful.
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
JUDAISM Part 1 Unit 2:8
JUDAISM Part 1
Unit 2: Celebrations in the Jewish Home
Unit 2 Session 1 Activity Sheet 2
A special time in my life was ….........................................................................................................................................
..............................................................................................................................................................................................
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Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
JUDAISM Part 1 Unit 2:9
JUDAISM Part 1
Unit 2: Celebrations in the Jewish Home
Unit 2 Session 3 Information Sheet 1
The Shema
(Abridged version for young children)
Listen Israel, the Lord is our God, the Lord is one.
Let the name of His magnificent kingdom be blessed forever and ever.
You shall love the Lord your God with all your heart, with all your soul and with everything you have.
Let these words which I command you today, be on your heart.
Teach them carefully to your children.
Speak of them when you are sitting at home and when you are travelling. When you go to bed and
when you get up.
Tie them on your arm as a sign and place them as a sign between your eyes.
Write them on the doorposts of your house and on your gateposts.
Deuteronomy 6: 4-9
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
JUDAISM Part 1 Unit 2:10
JUDAISM Part 1
Unit 2: Celebrations in the Jewish Home
Unit 2 Session 5 Story 1
The Story of Hanukkah
Every year between the end of November and the end of December, Jewish people around the world celebrate the
holiday of Hanukkah, the Festival of Lights. Hanukkah begins on the 25th day of the Hebrew month of Kislev, but the
starting date on the western calendar varies from year to year. The holiday celebrates the events which took place over
2,300 years ago in the land of Judea, which is now Israel.
Long ago in the land of Judea there was a Syrian king, Antiochus. The king ordered the Jewish people to reject their God,
their religion, their customs and their beliefs and to worship the Greek gods. There were some who did as they were told,
but many refused. One who refused was Judah Maccabee.
Judah and his four brothers formed an army and chose as their name the word "Maccabee", which means hammerer.
After three years of fighting, the Maccabees were finally successful in driving the Syrians out of Israel and reclaimed the
Temple in Jerusalem. The Maccabees wanted to clean the building and to remove the hated Greek symbols and statues.
On the 25th day of the month of Kislev, the job was finished and the temple was rededicated.
When Judah and his followers finished cleaning the temple, they wanted to light the eternal light, known as the N'er
Tamid, which is present in every Jewish house of worship. Once lit, the oil lamp should never be extinguished.
Only a tiny jug of oil was found with only enough for a single day. The oil lamp was filled and lit. Then a miracle occurred
as the tiny amount of oil stayed lit not for one day, but for eight days.
Waltham Forest Agreed Syllabus for Religious Education
Story sheet
JUDAISM Part 1 Unit 2:11
JUDAISM Part 1
Unit 2: Celebrations in the Jewish Home
Unit 2 Session 5 Story 1 continued – The Story of Hannukah
Jews celebrate Hanukkah to mark the victory over the Syrians and the rededication of the Jerusalem Temple. The Festival
of the Lights, Hanukkah, lasts for eight days to commemorate the miracle of the oil. The word Hanukkah means
"rededication".
Families celebrate Hanukkah at home. They give and receive gifts, decorate the house, entertain friends and family, eat
special foods, and light the holiday menorah.
This is an adaptation of a story found in the Book of Maccabees.
Waltham Forest Agreed Syllabus for Religious Education
Story sheet
JUDAISM Part 1 Unit 2:12
JUDAISM Part 1
Unit 2: Celebrations in the Jewish Home
Unit 2 Session 3 Information Sheet 2
Mezuzah designs
Waltham Forest Agreed Syllabus for Religious Education
Information Sheet
JUDAISM Part 1 Unit 2:13
JUDAISM Part 2
Unit 3: Jewish Life
The journey of Jewish life: Bar/Bat Mitzvah and marriage, blessings.
The synagogue.
Use of Kippah, tallit and tzitzit in worship. Reading the Torah.
What this unit contains
Where the unit fits and how it builds
upon previous learning
The third unit of Judaism, this builds on work previously covered on the Jewish home.
A synagogue visit, in Session 2, would best start this unit. The learning objectives could be achieved by
asking a class list of questions during the visit and from pupil research in the synagogue.
Alternatively, a Jewish visitor could be invited to talk about the synagogue or the class could be organised
to research these areas from a range of sources including use of ICT. The work could be presented as
guidebooks, wall displays or group presentations. Session 3 provides the time for drawing the work
together and presenting it.
Extension activities and further
thinking
¾
¾
If this unit is taught after work in Sikhism on the Amrit Ceremony or Confirmation in Christianity then
pupils could consider concepts of 'coming of age' in a faith and the types of responsibilities this
includes.
Create a 'journey of life' timeline for either a Jewish person or for oneself.
Vocabulary
Judaism
Jewish
Rabbi
Bar Mitzvah
Bat Mitzvah
SMSC/Citizenship
Kippah
Tallit
Tzitzit
Synagogue
blessing
wedding
thank you
adult
groom
chuppah
Mazel tov
rite of passage
bride
Waltham Forest Agreed Syllabus for Religious Education
¾
¾
¾
¾
Taking responsibility for one’s actions as a member of an adult community.
Significant events and times in people's lives.
Sharing good times with the wider community.
Taking responsibility for religious duties.
Teaching unit
JUDAISM Part 2 Unit 3:1
JUDAISM Part 2
Unit 3: Jewish Life
Unit 3 Sessions 1, 2 & 3
Learning objectives
A
T
1
√
Pupils should:
¾
¾
consider places that are
special to them;
know about the
Synagogue:
ƒ
a special place for
Jewish people,
ƒ
what happens there
in weekly worship,
ƒ
respect paid to the
Torah,
ƒ
the reading of Torah
through the year,
ƒ
the Ner Tamid
ƒ
role of a Rabbi,
ƒ
used as a place for
study, a venue for
special occasions
e.g. festivals and
family celebrations.
A
T
2
Suggested teaching activities
In Session 1 in small groups and then as a class, identify and discuss
places that are important in the lives of members of the class.
For each one highlight:
ƒ
What makes it special?
ƒ
Who can / does go there?
ƒ
When do you go there?
ƒ
How do you behave there?
√
Then engage pupils in the range of areas which they are going to find
out about - for a visit or if you are inviting a visitor in to the class
instead, a questionnaire can be devised. If a research task is being
planned then pupils should be grouped and the expectations of the
outcomes agreed.
√
Session 2 is either the visit, where pupils investigate the areas
indicated in the learning objectives or pupils interview a Jewish visitor
or using books or the internet, engage in research.
Session 3 provides the time for drawing the work together and
presenting it. The work could be presented as guidebooks, wall
displays or group presentations.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to note,
resources
Resources
Video
Places for Worship - Judaism section
on the synagogue.
Websites
The Board of Deputies of British Jews
http://www.bod.org.uk/
http://rexs.ucsm.ac.uk/gcsere/revision/judaism
/jud3/page1.html
http://www.bbc.co.uk/religion/religions/
judaism/worship/worship3.shtml
http://juniors.theresite.org.uk/nframe.p
hp?http://re-xs.ucsm.ac.uk/re/places/
http://www.surreycmc.gov.uk/re/
Books
My Jewish Faith – Anne Clark ISBN
023752046X
My Jewish Life – Anne Clark & David
Rose ISBN 0750212993
Where we worship – synagogue –
Angela Wood ISBN 0749 662069
JUDAISM Part 2 Unit 3:2
JUDAISM Part 2
Unit 3: Jewish Life
Unit 3 Session 4
Learning objectives
A
T
1
√
¾
¾
¾
consider how people
are given more
responsibility as they
grow up;
know that in Judaism
boys have Bar Mitzvah
celebrations to show
they are becoming adult
members of the
community;
know that learning to
read the Torah in
Hebrew is an important
par of preparing for Bar
Mitzvah;
Suggested teaching activities
Sensitivities, points to
note, resources
Make a class list of responsibilities that members of the class have been given at
home or in school as they have grown up. Talk about when they will be expected
to take on more responsibilities at home or in society.
Resources
Book
My Jewish Life
√
Watch programme 2 of the video – Pathways of Belief – Judaism. (This revisits
some knowledge from Unit 2 and teachers may wish to edit sections from this.)
√
Talk about how Jeremy and his family feel about his Bar Mitzvah.
Posters
Synagogue / Torah reading /
Bar Mitzvah posters (Badger
and Folens)
√
Write a diary entry describing attending a Bar Mitzvah or make a Bar Mitzvah
congratulations card incorporating Jewish symbols.
√
Explain to pupils that in some Jewish communities, girls celebrate Bat Mitzvah at
roughly the same age.
√
Design an invitation to a non-Jew for a Bar / Bat Mitzvah ceremony explaining
what they will see and what it symbolises. Decorate with appropriate symbols.
Pupils should:
¾
A
T
2
Artefacts
Yad
Mini Torah scroll
Tallit
Kippah
Bar/bat mitzvah cards
Video
Pathways of Belief: Judaism
– programme 2
know that in some
Jewish communities girls
celebrate their Bat
Mitzvah.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
JUDAISM Part 2 Unit 3:3
JUDAISM Part 2
Unit 3: Jewish Life
Unit 3 Session 5
Learning objectives
A
T
1
A
T
2
Before the lesson, create a Jewish wedding display.
Pupils should:
¾
know that weddings
are a way in which
some couples make a
public commitment to
each other for life;
¾
know some of the
customs and symbols
of a Jewish wedding;
¾
consider promises
that should/could be
made by a bride and
groom.
Suggested teaching activities
√
Share experiences of weddings that have been attended by
members of the class. Discuss and make a class definition of a
wedding.
√
Discuss the different roles in a wedding e.g. bride, groom, best man,
witness etc. Where do weddings take place? Make a list of venues.
Where might you expect a Jewish wedding to take place? Who
would be in charge?
√
√
Explain the use of a chuppah or wedding canopy, symbolising the
Jewish home. Show pupils images of weddings taking place under a
chuppah.
√
Examine the promises made in a Jewish wedding and information
about weddings. In groups decide on promises that pupils believe
should be made to each other, by the bride and groom, in a wedding.
√
√
Either design a wedding card for a Jewish wedding or devise a set of
wedding vows / promises and set out on a sheet decorated with
Jewish wedding images and symbols.
As weddings are happy family occasions, play appropriate Jewish
music whilst pupils work.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to note,
resources
Resources
Books
"Weddings - a resource pack for schools"
Lewisham Education
My Jewish Life (p12)
My Jewish Faith (p28)
What do we know about Judaism? – Doreen
Fine ISBN 087226386X
Books about weddings which include a
Jewish section
Jewish music tape
Wedding artefacts;
Pictures of Jewish weddings showing a
chuppah
Wedding contracts (ketubah)
Wedding promises and information sheet
N.B. Teachers should ensure that they
affirm the wide range of family experiences
of their pupils. These should be equally
valued in order to promote pupils' self
esteem and demonstrate that faith marriage
is only one option of many.
JUDAISM Part 2 Unit 3:4
JUDAISM Part 2
Unit 3: Jewish Life
Unit 3 Session 6
Learning objectives
A
T
1
Pupils should:
√
¾
know that times of
change in life are
often marked by
ceremonies and
rituals;
¾
know that for some
people these
rituals take place
in a place of
worship;
¾
know that these
are called rites
(rituals) of passage
(passing from one
state into another).
A
T
2
√
√
Suggested teaching
activities
Focus for assessment
Recall knowledge from previous
sessions and point out that these
Jewish celebrations are public,
shared by families, friends and by
the faith community. Ask the class
to recall similar times that they
have known that have been
shared by more than their
immediate family.
Assessment Levels
Level 2 Attainment target 1
Pupils use religious words and phrases to identify
some features of religion and its importance for some
people. They begin to show awareness of similarities
in religions. Pupils suggest meanings for religious
actions and symbols.
Attainment target 2
Pupils ask, & respond sensitively to, questions about
their own and others’ experiences and feelings.
Introduce the idea of a 'rite of
passage' and talk about some of
the ceremonies and symbols in
the Jewish rites of passage that
they have studied.
Assessment task
In small groups devise a
meaningful rite of passage
celebration to mark moving up a
year in school or moving on to
another school.
Waltham Forest Agreed Syllabus for Religious Education
Sensitivities, points
to note, resources
Level 3 Attainment target 1
Pupils use a developing religious vocabulary to
describe some key features of religions, recognising
similarities and differences. They begin to identify the
impact religion has on believers’ lives. They describe
some forms of religious expression.
Attainment target 2
Pupils identify what influences them, making links
between aspects of their own and others’ experiences.
They make links between values and commitments,
and their own attitudes and behaviour.
Teaching unit
JUDAISM Part 2 Unit 3:5
JUDAISM Part 2
Unit 3: Jewish Life
Unit 3 Session 5 Information Sheet 1
Wedding promises and information
The Ring Ceremony
The exchange of rings is the central act of the marriage ceremony. In Jewish law, a verbal declaration of marriage is not
legally binding. There must be an act of formal physical acquisition of some object of known value.
Traditionally, the ring is placed on the index finger of the right hand so that witnesses can see the ring easily. Following
the ceremony, the ring is moved to the more familiar fourth finger of the left hand, due to the belief that a vein runs directly
from this finger to the heart.
Traditionally, the ring must be a band of metal with no holes and no gems - one solid piece. In Judaism the union of two
people involves the achievement of wholeness represented by the wholeness of the wedding band.
Jewish Wedding Vows
(Groom) Do you ____________, take _______ to be your wife? ("I do"). Do you promise to love, cherish
and protect her, whether in good fortune or in adversity, and to seek with her a life hallowed by the
faith of Israel? ("I do")
(Bride) Do you ____________, take _______ to be your husband? ("I do"). Do you promise to love,
cherish and protect him, whether in good fortune or in adversity, and to seek with him a life hallowed
by the faith of Israel? ("I do")
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
JUDAISM Part 2 Unit 3:6
JUDAISM Part 2
Unit 3: Jewish Life
Unit 3 Session 5 Information Sheet 1 continued – Wedding promises and information
(Groom) __________ , as you place this ring upon the finger of __________, speak to her these vows:
" With this ring/ be thou consecrated unto me/ as my wife/ according to the law of God / and the faith
of Israel."
(Bride) __________, as you place this ring upon the finger of __________, speak to her these vows:
" With this ring/ be thou consecrated unto me/ as my wife/ according to the law of God / and the faith
of Israel."
Ketubah (Marriage contract)
Now comes the reading of the Ketubah (marriage contract) in the original Aramaic text. This is one of the oldest and most
essential parts of the Jewish wedding. The Ketubah sets forth responsibilities that both partners accept. It promises
something unwritten...a covenant between two people who promise to be partners in life and care for one another.
In marriage, the groom accepts certain responsibilities which are detailed in the Ketubah. His principal obligations are to
provide food, shelter and clothing for his wife, and to be attentive to her emotional needs. The protection of the rights of a
Jewish wife is so important that the marriage may not be solemnized until the contract has been completed.
The bride and groom sign the Ketubah before the wedding during a private ceremony with the Rabbi and two witnesses. It
is a legally binding agreement. The Ketubah is the property of the bride and she must have access to it throughout their
marriage. It is often written amidst beautiful artwork, to be framed and displayed in the home.
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
JUDAISM Part 2 Unit 3:7
JUDAISM Part 2
Unit 4: Passover
What this unit contains
Celebrations and special meals.
The context of the Pesach (Passover) festival, the story attached to it, how it is celebrated and its
inner meaning.
Symbolism attached to Pesach - freedom.
Moses, the giving of the Ten Commandments. The Promised Land - Israel & symbols.
Where the unit fits and how it builds
upon previous learning
This unit builds on work covered in previous units of Judaism on Kashrut and Shabbat. It introduces
pupils to a significant festival in the Jewish calendar that is celebrated in the home.
The Pesach meal develops ideas about freedom.
This festival also introduces pupils to Jewish beliefs about their relationship to Israel.
Extension activities and further
thinking
¾
¾
¾
¾
¾
Explore what freedom means, locally, nationally, and internationally.
Find out about anti-slavery campaigns today.
Find out about the experiences of people such as Terry Waite and Brian Keenan.
Investigate the work of Amnesty International.
Explore through cross - curricular activities such as dance, music, artwork.
Vocabulary
Judaism
Jewish
freedom
Haggadah
Exodus
SMSC/Citizenship
symbol
Passover
Pesach
slave
slavery
community
Matzah
Seder
Kosher
Egypt
Moses
plague
Israel
Waltham Forest Agreed Syllabus for Religious Education
¾
¾
¾
¾
¾
Significant events and times in people's lives.
Belonging to a community.
Valuing difference.
Life rules.
Human rights.
Teaching unit
JUDAISM Part 2 Unit 4:1
JUDAISM Part 2
Unit 4: Passover
Unit 4 Session 1
Learning objectives
A
T
1
A
T
2
Before the session ask pupils to bring in evidence of special celebrations which they
have shared with others.
Pupils should:
¾
recall times when
members of the class
have celebrated an
event with others
including special
meals;
√
¾
know that Passover is
a Jewish festival
celebrated in the
Spring;
know that Moses is
important in the story
and that he was
raised as an
Egyptian.
Have a class discussion about times when members of the class have shared
celebrations. Show pictures / images / resources. Talk about activities that marked
these occasions and list special meals that have been shared. Talk about those that
are particular to certain celebrations, e.g. wedding cakes.
Introduce Passover as a Spring festival that Jewish people celebrate and explain that
during the festival they have a special family meal. As well as sharing food together
a symbolic ‘meal’ is shared which helps them to tell the story associated with the
festival. Explain that the festival remembers an important time for Jews long ago and
that Moses was significant in the story.
√
¾
Suggested teaching activities
Retell the birth and childhood of Moses as a 'Prince of Egypt'. This could be done by
watching a section from a video.
√
√
Sensitivities, points to
note, resources
Resources
Magazine photographs of
occasions e.g. weddings,
Christmas, Diwali.
Video showing Moses' birth
and adoption by the
Egyptian royal family.
Plate - shaped paper.
http://www.topmarks.co.uk/j
udaism/moses/index.htm
http://www.wesleyan.org/ssd
/bkex/biblestorycards/Baby
MosesStory.htm
On plate shaped paper write and /or draw a special meal to share with others,
labelling the occasion it belongs to.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
JUDAISM Part 2 Unit 4:2
JUDAISM Part 2
Unit 4: Passover
Unit 4 Session 2
Learning objectives
Pupils should:
¾
¾
¾
know that God gave
Moses a job that he
found hard;
know that Passover is
celebrated in Spring
and recalls the
exodus of the Jews
from Egypt;
A
T
1
A
T
2
Suggested teaching activities
Sensitivities, points to
note, resources
√
Continue telling / watching the story of Moses, up to the time of the exodus taking
time to focus on the situation of the Jews in Egypt and reasons why Pharaoh would
not let them leave. Why did Moses find it difficult to go and see Pharaoh.
Resources
Jewish faith symbol.
√
‘Hot seat’ as characters in the story or role-play the scene where Moses and Aaron
ask Pharaoh to let the people go. Discuss the characters of Moses, Aaron and
Pharaoh. How are their personalities displayed through their behaviour? Make a
class list of personal characteristics / personality traits of each and write an individual
brief character study of one of them.
Video
Testament –The Bible in
Animation – Moses (S4C)
Animated World Faiths –
Moses and the Passover
Meal – Channel 4
Talk about and record opinions on how working with someone else can often help
people to tackle difficult situations.
Pathways of Belief
“Judaism – family” BBC
√
√
share views on how
sharing a hard task
can be helpful.
Waltham Forest Agreed Syllabus for Religious Education
Book
Let my People Go – the
story of Pesach by Lynne
Broadbent & John Logan
RMEP
ISBN 1-85175-209-9
Teaching unit
JUDAISM Part 2 Unit 4:3
JUDAISM Part 2
Unit 4: Passover
Unit 4 Session 3
Learning objectives
Pupils should:
¾
¾
A
T
1
A
T
2
reflect on the
meaning of freedom
to themselves, the
characters in the story
and people today.
Sensitivities, points to
note, resources
Recall the story of Moses that has been told so far and watch a video version (e.g.
Pathways of Belief Judaism) to continue the story to the escape of the Israelites from
Egypt. They were free!
Resources
Video e.g. Pathways of
Belief Judaism - family
√
As a class discuss the meaning of freedom. Decide what freedom means to members
of the class, to groups of people and to the world.
Bird outlines or short
response sheet 'I feel as
free a bird when…'
√
Suggest how freedom is related to the story. Reflect on the meaning of the phrase 'as
free as a bird'. On bird outlines or on the short response sheet, pupils complete ‘I feel
as free as a bird when….'
√
know how the festival
of Passover is a
freedom festival;
Suggested teaching activities
Display flock of 'freedom birds' in class.
√
In groups devise either a newspaper front page or a television report on the situation,
concentrating on the views of the two communities - the Egyptians and the Jews, the
personalities involved and emphasising issues of freedom.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
JUDAISM Part 2 Unit 4:4
JUDAISM Part 2
Unit 4: Passover
Unit 4 Session 4
Learning objectives
A
T
1
A
T
2
Before the lesson hide some wrapped sweets around the class
Pupils should:
¾
know how families
prepare for Passover;
¾
consider feelings
about looking forward
to special times.
Suggested teaching activities
√
Watch the section of the ‘Pathways of Belief Judaism – the family’ video that shows
how a family prepares for and celebrates Passover or use an information text to find
out this information.
√
Spring clean the classroom, giving the pupils ‘hot’ and ‘cold’ clues to find the sweets.
√
Discuss feelings of anticipation in preparing for special times. How do these differ
before different types of special time?
√
Record feelings about the anticipation and preparation for special times on short
response sheets ‘Getting ready for…… makes me feel….’
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to
note, resources
Resources
Short response sheets ‘
Getting ready for……
makes me feel….’
Sweets
Video
Pathways of Belief Judaism
– family
JUDAISM Part 2 Unit 4:5
JUDAISM Part 2
Unit 4: Passover
Unit 4 Session 5
Learning objectives
A
T
1
A
T
2
Suggested teaching activities
Before the lesson prepare a Seder table in the classroom.
Pupils should:
¾
know how families
celebrate Passover;
√
Watch video or CD Rom of Jewish children telling and showing how and
why Passover is celebrated in their family.
¾
explain the symbolism √
of the food at a
Passover meal;
Look at copies of the Haggadah and consider why the dish and meal are
¾
reflect on what they
would like to
remember in their
own lives.
√
√
Use some of the questions asked by the youngest children in the family to
tell the story of the escape from Egypt (the Exodus).
√
√
called 'S eder' (order) and how the book explaining the order is
important. Reflect on and record why people make efforts to keep things
done in the same way.
√
√
Do a matching activity to link the symbolic food on the Seder table to the
story. Look at the virtual Seder dish online at:
http://www.reonline.org.uk/allre/nframe.php?http://www.shamash.org/refor
m/uahc/congs/nj/nj006/seder/plate.html
Sensitivities, points to note,
resources
Resources
CD Rom or video of Jewish children
talking about why Passover is
celebrated in their family.
Seder dish and artefacts for a seder
meal.
Haggadah.
List / flash cards of the questions
asked by the youngest child.
http://www.strath.ac.uk/Departments/
SocialStudies/RE/Database/Glossarie
s/Judaism/Seder.html
http://www.chabad.org/holidays/passo
ver/pesach.asp?AID=1606
Taste lettuce dipped in salt water and discuss why this is a useful symbol
in the meal.
http://www.reonline.org.uk/allre/nfram
e.php?http://www.holidays.net/passov
er/
Recap what has been learnt about this festival. Consider and record what
would pupils like to remember forever? What would remind you of it?
http://209.58.241.78/vjholidays/pesac
h/picture.htm
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
JUDAISM Part 2 Unit 4:6
JUDAISM Part 2
Unit 4: Passover
Unit 4 Session 6
Learning
objectives
Pupils should:
¾
¾
know that the
journey in the
desert took many
years and would
end in Israel,
'The Promised
Land';
A
T
1
A
T
2
Suggested teaching activities
Focus for assessment
√
Recall the meal from the previous session. Explain
that Jews believe that the story celebrated at
Passover was a beginning not an end.
√
Watch section of a video showing Moses receiving
the Ten Commandments or tell the story.
Assessment Levels
Level 2 Attainment target 1
Pupils use religious words and phrases to
identify some features of religion and its
importance for some people. Pupils retell
religious stories and suggest meanings for
religious actions and symbols.
Attainment target 2
Pupils ask, and respond sensitively to,
questions about their own and others’
experiences and feelings. In relation to
matters of right and wrong, they recognise
their own values and those of others.
√
know that during
the journey
Moses went up
Mount Sinai and
received the Ten
Commandments.
√
√
√
Discuss why rules are needed in society today and
introduce one or two of the Ten Commandments
e.g. do not kill, do not steal. Discuss their relevance
to all of modern society, not just to members of the
Jewish faith.
√
Record 3 personal rules that each pupil feels are
important for everyone to follow in society.
Explain to pupils that the people of Israel continued
their journey to their 'promised land' and that to
Jews today this is the country now known as Israel.
Assessment Task
Explain how Passover is a Freedom Festival and
why it is important for Jews. Explain 3 items of
symbolism associated with the festival.
Waltham Forest Agreed Syllabus for Religious Education
Sensitivities, points
to note, resources
Level 3 Attainment target 1
Pupils use a developing religious
vocabulary to describe some key features
of religions. They make links between
beliefs and sources, including religious
stories and sacred texts. They begin to
identify the impact religion has on
believers’ lives. They describe some
forms of religious expression.
Attainment target 2
Pupils ask important questions about
religion and beliefs, making links between
their own and others’ responses.
Teaching unit
JUDAISM Part 2 Unit 4:7
JUDAISM Part 2
Unit 4: Passover
Unit 4 Session 3 Activity Sheet 1
Short Response Sheet
I feel as free as a bird when...........................................
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Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
JUDAISM Part 2 Unit 4:8
JUDAISM Part 2
Unit 4: Passover
Unit 4 Session 4 Activity Sheet 2
Short Response Sheet
Getting ready for………………………………………………………….
Makes me feel…………………………………………………………………………………………………
…………………………………………………………………………………………………………………..
………………………………………………………………………………………………………................
…………………………………………………………………………………………………………………..
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
JUDAISM Part 2 Unit 4:9