Download KS1 Who is important in Judaism

Unit: Who is important in Judaism?
About this unit: This unit could be the second section of work of Judaism that children will
do, or it could be their first encounter with Judaism. The approach is to look at the Jewish faith
through its great tradition of story. Seek curricular links with Literacy rather than History or
Geography, try to give children an idea of the power and importance of tradition. These skills
will be important as they progress in RE. Inevitably this unit touches on some ‘heavy’ topics
and teachers will need to use care and judgement, however it is important to leave scope for
even the youngest children to explore some of these issues in an appropriate way.
Prior learning
It would be helpful if
They had covered some work
on Judaism
They had heard stories about
Abraham, Moses, David,
Joseph
Were familiar with the way in
which stories can be used to
convey meanings today.
Technical Vocabulary
In this unit children will have
an opportunity to use words
and phrases related to: -
Resources
PCET photopack and Activity
Book Judaism.
www.pcet.co.uk
Heroes
Jewish Community
Abraham/Abram
Sarah
G-D
Moses
Egypt
Slavery
Freedom
Persecution
Pesach
Seder dish
10 Commandments
Ark of the Covenant
Covenant
Torah
David
Joseph
The Lion Storyteller Bible
page 18/19
Let My People Go: The Story
of Pesach’ Lynne Broadbent
and John Logan in the ‘Times
to remember series RMEP
The Price of Egypt
Video/VCR
‘Animated World Faiths:
Moses and the Passover’
Quest/Channel
Jane Silver Correnrecommended visitor-01308459320
A photocopy of teachers
guide to Seder including
songs etc can be obtained
from the Salisbury Diocesan
office 017220411977. (this
was originally produced by
Wandsworth
Artefacts: Seder Dish
Picture or replica of Torah
Scroll
Expectations
At the end of this unit
Most children will:
Be able to identify some symbols associated with
Judaism (i.e. on a Seder dish) they will be able to
retell in outline some significant stories from Judaism,
Respond sensitively to the issues raised by the study
of Jewish story by asking questions and recognising
the values of others
Some children will not have made Be able to recognise and name some symbols
so much progress and will:
associated with Judaism, they will be able to recall
some elements of significant stories from Judaism.
They can talk about the issues raised by the study of
some Jewish stories.
Some children will have
progressed further and will:
Be able to describe some key features of Jewish
practice, they will be able to make a link between
Jewish beliefs and practice e.g. the impact of the 10
commandments of Jewish lifestyle. They will be able
to make links between their values and practice and
will ask significant questions on issues raised by a
study of Jewish Stories
Learning Objectives
Possible Teaching Activities
Learning outcomes
Contribution to
other Curriculum
Areas
Pupils should be able to: -
Literacy
Who are you Heroes?
Pupils should:
•
•
•
Consider the
qualities and
characteristics of a
hero or someone
you agree to follow
Look at/recap on
some aspects of
Jewish life
Make a class list/ collage book of their favourite comic
book characters Spiderman, Superman, etc what is it
that they like about these heroes what qualities do they
have? Or show a small part of a well-chosen popular
cartoon series, The Japanese style cartoons are good
for this as they often involve a hero character going on a
quest or journey (Digimon, Yu-gi –oh) what ever is
popular. Why do we like these stories? What can we
learn from them? You may need to do some careful
prompting here as this unlikely to be an aspect of these
stories that children will have considered.
•
Look at some pictures from a photopack showing Jewish
Life. Don’t go into any great detail but make them
aware/or remind them that there is still a Jewish
community today both in Israel and around the world
including the UK.
•
Explain that we are going to look at some stories of
Heroes from Jewish History who founded or started the
religion of Judaism.
•
Talk about/recognise
values/identify what
influences them
•
Recognise/name/identify
aspects of religious
practice as Jewish
Who was Abraham and why is he special to the Jews?
Pupils should
•
•
•
Learn about the life
of
Abram/Abraham.
Learn the Jewish
belief that G-d
keeps his
promises.
Reflect on the
importance of
family history
•
•
•
Imagine they lived in a tent all the time. What would it be Pupils should be able to: Literacy
like? What would be the good things? What would be the
problems? Tell the story of Abraham, (stop before the
• Recall/retell/describe the
sacrifice of Isaac!) stress that he trusted G-d and as
story of Abraham
Opportunity for Spiritual
result G-D kept his promises to him that he would have a
• Talk about/respond
development
son and many descendants. (This is why he is important
sensitively to issues
in Judaism this could be linked to the story of Noah and
connected to making
his covenant with God)
and keeping promises.
Think about the journey and how difficult that would have
been for Abram and Sarah. Role play going on the
journey in the story
Make star shaped photo frames and stick pictures or
photos of their family members in them. Make a class
display to remember G-d’s promise to Abraham
Who was Moses and why is he so important to the Jews?
Pupils should: •
•
Learn about the
story of Moses.
Reflect on the
importance of
freedom
•
•
Link back to the story of Abraham. G-D kept his promise Pupils should be able to: Literacy
and the Israelites did become as numerous as the stars.
They were living in Egypt. Tell the story of Moses and
• Recall/retell/describe the
History/Geography
the escape from Egypt. There are many versions of this
events of the Jewish
available The Big Book: Let My People Go: The Story of
Exodus from Egypt
Pesach is a good version.
• Talk about/Ask
Try not to get too caught up on the plagues but focus on
questions about issues
G-d keeping his promises, and the concept of moving
of the importance of
from slavery to freedom. It might be appropriate to seek
freedom
a cross-curricular or other link to look at those who have
•
Pupils should: •
•
Learn about the
symbolism and
meaning of Jewish
Festival of Pesach
Consider how
people suffering
today cope in
times of trouble
fought for freedom or stood up against slavery.
Make a concertina book in the form of a scroll to tell the
events of the Exodus. Or a fortune line for the main
characters in the Story i.e. Moses, Pharaoh, A Jewish
Slave.
Opportunity for Social
development
Collective Worship
What is the Jewish Festival of Pesach and how is it celebrated?
Pupils should be able to: -
•
Explain that the Jewish people have a special festival to
remember how G-d kept his promise to them in Egypt.
Called Pesach.
•
If you can invite in Jewish speaker who can talk about
Pesach and how important it is to the Jewish Family.
•
•
Use a Seder dish to explain the foods eaten and talk
about the symbolism of the foods.
•
•
Think about 4 questions they would want to ask God/or
someone important if they had the chance.
•
Draw /label a Seder plate.
•
The Jewish people have suffered many terrible times in
their history remembering this time when G-D saved
them from persecution has helped give them hope in
dark times. Think about who you would turn to in times of
trouble?
•
•
•
Name/identify/describe/
some key symbols
associated with Pesach.
Recognise/identify/make
links between Jewish
belief and practice.
Respond sensitively by
asking appropriate
questions to the values
of others
Talk
about/Recognise/make
links between their
values and actions.
Respond sensitively to
those suffering
persecution.
Art, Music,
Healthy eating
Food Technology
Opportunity for Cultural
development
Opportunity for Spiritual
development
Seder
You could give the
children the opportunity to
taste the foods used but
be aware that Charoset is
an almond nut paste.
A photocopy of teachers
guide to Seder including
songs etc can be obtained
from the Salisbury
Diocesan office
017220411977. (this was
originally produced by
Wandsworth)
Holocaust Memorial Day
The Festival of Pesach has many links to persecutions such as
the Holocaust, this might be too difficult a link to explore with KS1
pupils but this might be a way of including KS1 pupils in
Holocaust Memorial day. Alternatively Pesach could be revisited
with KS2 pupils
What happened when the Jews escaped from Egypt?
Pupils should: •
•
•
Learn about the
story of the G-d
giving Moses the
10 commandments
Consider the
importance of
having rules
Learn about the
importance of the
Ark of the
Covenant and the
Torah.
•
•
•
Talk about what it might be like if there were no rules in
the school and you could do whatever you like. What
would be the good things about this/ and what would be
the problems?
Recap or tell the story of the Jews in the wilderness.
Explain that G-d gave them some very important rules to
help the Jews live in safety. Look at the 10
commandments. Explain that some were rules about
living together some were rules about how to worship
G_d. Classify them this way. It was the rules about
worshipping one God rather than many Gods that made
them different from all the other people. The Jews had to
trust G-d that these were the right rules to follow, even
though other people they knew did things differently.
Talk about not just doing what everyone else does etc
Explain that the Jews now had to keep their
commandments from G-d safely. Design a container for
Pupils should be able to: •
•
•
Literacy
Recall/retell/describe the
Opportunity for Social
giving of the 10
development
commandments to
Citizenship
Moses
Show awareness of
similarities between
Jewish and Christian
(and Islamic) traditions
Talk
about/recognise/make
links between their
values and those of
others.
keeping the stone tablets safe on a journey.
• Look at pictures of the Ark of the Covenant: explain what
a covenant means. Today Jews keep the 10
commandments not as stone tablets but it is written as
part of the Torah in a Scroll. Look at pictures or an
example of a Torah scroll
Extension
Who else is special to Jews?
Work on David
Work on Joseph
Thinking skills
Design Technology
Literacy
Suggested Assessment Task:
The most obvious task here would be based around labelling/identifying
the symbolism of the Seder dish. A simple worksheet (easily designed or
adapted from a worksheet bank..such as Follens would do this). This can
be developed to design their own Seder dish for a special meal for their
family or the class.
A task of designing a casket or container for the 10 commandments might
also be effective. The design of the container would have container would
have to be: - a) strong enough to withstand the journey in the desert
b) Be special enough to reflect how the Jews feel about G-D
Be prepared to explain your design.