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RE
KS1
Unit: What is it like to live in a Jewish family?
About the unit:
This unit addresses several questions from the syllabus about Jewish
family life, Shabbat, Purim, kippah, tallit, tefillin, mezuzah and extends
pupils’ understanding of Jewish symbols.
Expectations:
At the end of this unit
Pupils working at level 1 and will:
 Recognise aspects of Shabbat and Purim celebrations (LA)
Where the unit fits in:
 Recognise Jewish symbols including symbolic clothing (LA)
This is a KS1 unit. It does not address all the elements of Judaism
suggested in the syllabus
 Talk about their own experiences of family traditions (LF)
Pupils working at level 2 will:
Prior learning
Pupils might already have learned something about the Torah,
Hanukkah, Star of David
Future Learning:
 Older pupils could explore in more detail Jewish food regulations and
compare these with the food customs of other faiths
 Pupils in Year 6 could go on to consider links between the Holocaust
and the Jewish festivals of Pesach, Hanukkah and Purim as examples
of experiencing and, in the case of festivals, overcoming persecution.
Out-of-school learning:
Pupils could:
 Suggest reasons why Jews celebrate Shabbat and Purim (LA)
 Identify some Jewish symbols including symbolic clothing and items
used in the celebration of Shabbat and Purim and their importance(LA)
 Ask and respond sensitively to questions about their own and Jewish
family traditions (LF)
Pupils working at level 3 will:
 Describe ways in which Jews celebrate Shabbat and Purim (LA)
 Make links between Shabbat and Purim celebrations and Jewish
stories of creation and Esther (also the commandment to Keep the
Sabbath day holy) (LA)
 Make links between Jewish commandments/scriptures and the symbols
they give rise to (LA)
 Compare their family traditions with those of Judaism they’ve learned
about (LF)
KEY QUESTIONS USED
AS LEARNING OBJECTIVES
POSSIBLE TEACHING ACTIVITIES
LEARNING OUTCOMES
PUPILS SHOULD BE ABLE TO:
POINTS TO NOTE INCLUDING resources,
vocabulary and cross curricular links
What does your family do at the weekend?
 Explore the experiences of
weekends in children’s
families
 Talk about what a day of rest, Teachers might find the following books
without work for everyone,
useful to support this unit::
would
be
like
(LA
&
LF)
I am a Jew by Clive Lawton, published
Is Sunday a special day?
by Franklin Watts
 Introduce the idea of a day of Draw a spider diagram. My families weekend. Draw pictures of things that you
My Life as a Jew by Trevor Guy, Sue
rest each week
do with your family.
Mizon and Paul Morgan, published by
 Explore what it means to have Why do we have a weekend? Introduce idea that it is a rest from work.
Dref Wen
a day without work
www.bbc.co.uk/religion/religions/judaism
 Discuss children’s responses Is it a rest for you or your parents?
/ataglance/glance.shtml gives a good
to the idea of a day of rest
introduction to Judaism
How could it be more of a rest?
What do you and your family do at the weekend? Discuss with Response
Partner (RP). (Sunday lunch, outing, all going shopping, family go to park)
Spider diagram as above. ‘My day of rest’ Imagine a peaceful day, nobody
worked or rushed around. You just spent time with your family.
Draw in the things you would like to do with your family on a day of rest.
How and why do Jews celebrate Shabbat?
 Explore Jewish understanding Share information about Shabbat traditions
of the origins of Shabbat in
Watch a film of a Shabbat meal
the story of creation
Set a Shabbat table
 Explore ways in which Jews
Make and taste Challah
celebrate Shabbat
Design and make a Challah cover
Resources:
 Recognise/identify/describe
ways in which Jews celebrate A Day of Rest in the Times to
Shabbat (LA)
Remember Series (search RMEP
catalogue): http://www.rmep.co.uk
 Compare their weekend
experiences with those of
Jewish Shabbat (LF)
The Jewish Way of Life interactive
website
http://www.reonline.org.uk/specials/jwol
Home and Family in the Developing RE
series from RE Today Services, search
http://shop.retoday.org.uk/
Vocabulary:
Shabbat/Sabbath
Challah
Cross curricular links:
LEARNING OBJECTIVES
PUPILS SHOULD LEARN
POSSIBLE TEACHING ACTIVITIES
LEARNING OUTCOMES
PUPILS
POINTS TO NOTE
What makes a Jewish home different from other homes?
 Explore the tradition of strict
Jews in relation to Kosher
food and kitchen
arrangements in some homes
Resources:
Talk about what is meant by Kosher foods ie those which are permitted, in a
 Recognise/identify/describe
The Jewish Way of Life interactive site
simple way. Explore the idea that Orthodox Jews will not eat meat and milk in
kosher and kitchen
the same meal. Think about and/or play games about foods which could not
arrangements in some
http://www.reonline.org.uk/specials/jwol
appear in the same meal.
Orthodox Jewish families (LA)
Home and Family in the Developing RE
 Explore the significance of the Look at pictures showing how some Jewish homes have separate sinks to
 Recognise/identify/describe
series from RE Today Services, search
mezuzah used in many
wash up crockery and cutlery used for meat and milk.
the mezuzah (LA)
http://shop.retoday.org.uk/
Jewish homes
 Talk about/describe aspects
Make a mezuzah
Copy in English part of the text in a mezuzah
Think about features that identify their homes as different from others
that are special to their own
homes and children’s
responses to these (LF)
Vocabulary:
Mezuzah
Kosher
Think about something that is so important to you that you should think about
it every day and think of ways in which you could make yourself remember this
thing/person/idea
Cross curricular links:
Food customs and diets
What can we find out about special items of clothing worn by some Jews?
 Explore kippah, tallit, tefillin
Resources:
 Recognise/identify/describe
symbolic
Jewish
‘clothes’
(LA)
Jewish visitor to model and explain
 Explore clothes that pupils
Listen to a Jewish speaker (might need to be a man to demonstrate these
these items of ‘clothing’
and others wear in different
symbolic items of ‘clothing’) talking about when, why and how he wears these  Identify/describe why these
The
Jewish Way of Life interactive site
contexts and their significance items. Take digital photos for display for which pupils can devise labels and
items are important to some
http://www.reonline.org.uk/specials/jwol
comments
Jews (LA)
(This section could instead be
Exploring Leaders and Followers from
part of a cross curricular topic Discuss the kinds of clothes pupils wear to indicate belonging to school, clubs  Talk about why they and
on clothes/dress which would etc. Talk about other clothes relevant to different contexts eg weather, activity
others wear the clothes they RE Today Services
http://shop.retoday.org.uk
link with the syllabus diagram related
do in different contexts (LF)
Vocabulary:
questions: What does it mean Develop a collage of clothes that identify people eg nurse, police unforms,
Kippah
to belong? and How and why clergy clothes etc
Tallit
do symbols express religious
Tefillin
meaning? It might draw in
Prayer
elements of history, DT (QCA
Yr2 Unit on Joseph’s Coat!)
Cross curricular links:
PSE etc)
RE planning template
Draw and or make kippah, tallit, tefillin
LA – learning about religion
LF – learning from religion
LEARNING OBJECTIVES
PUPILS SHOULD LEARN
POSSIBLE TEACHING ACTIVITIES
LEARNING OUTCOMES
PUPILS
POINTS TO NOTE
How and why do Jews celebrate Purim?
 Explore the story of Esther
Tell the story of Esther encouraging children to drown out the name of Haman  Recognise/identify/describe
how and why Jews celebrate
 Explore ways in which Jews
Discuss how Esther showed her bravery.
Purim (LA)
celebrate the festival of Purim Think about times when you and other people you know have been brave
 Talk about what they think
 Explore the idea of bravery
What helps people to be brave.
would be most enjoyable
Why is it difficult to be brave sometimes?
about this festival (LF)
Talk about how Jews celebrate Purim with fancy dress parties. Make masks of
characters in the story of Esther
Talk about your favourite fancy dress costume
Make and taste traditional Purim foods:
http://www.theholidayspot.com/purim/hamentaschen_recipe_for_purim.htm
gives you a recipe
http://www.chabad.org/multimedia/media_cdo/aid/133316/jewish/Lets-BakeHamantaschen.htm is a short film of the making of hamantaschen in a bakery.
Resources:
Simple version of the story of Esther
Useful websites:
http://www.theholidayspot.com/purim/
http://www.bbc.co.uk/religion/religions/ju
daism/holydays/purim_1.shtml
http://www.holidays.net/purim/
http://www.jewfaq.org/holiday9.htm
http://www.chabad.org/holidays/purim/art
icle_cdo/aid/644252/jewish/Story-ofPurim.htm
Vocabulary:
Purim
Hamantaschen
Esther
Mordecai
Haman
Cross curricular links:
RE planning template
LA – learning about religion
LF – learning from religion