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The Agreed Syllabus for Religious Education in Peterborough Core Unit KS2 Lower Judaism Non-Statutory Exemplification (picture) (picture) Title: How does the Torah influence the lives of Jewish people? Year Group: Year 3 or 4 1 The Agreed Syllabus for Religious Education in Peterborough Non-Statutory Exemplification About this Unit: This unit enables pupils to begin to understand how being a member of a faith community affects a person’s way of life. Pupils explore ways in which being Jewish affects a devout Jew’s way of life. The focus is on the importance of God, the Torah, and family to the Jewish people and how their beliefs are expressed in practice. Pupils will look at the connection between the Creation story and the tradition of Shabbat in Jewish homes today. It encourages pupils to think for themselves about questions to do with belief and what is important to them. Pupils are encouraged to consider what is important to Jews about being part of a world wide community of Jews and what can be learned from the Jewish way of life, with examples and teaching referring to their own experiences, beliefs and values. Where this unit fits in: This unit will help teachers to implement the Peterborough Agreed Syllabus for Religious Education by providing them with well worked examples of teaching and learning about the theme of family in Judaism, focusing on key Jewish stories, beliefs and practices and encountering the concepts of God, holy books, tradition, community and identity, all of which find their roots in the Torah. This unit contributes to the continuity and progression of pupils’ learning by reinforcing stories and beliefs that may already have been introduced in both core and school designed units and building upon the learning about celebrations and special times in people’s lives from the Key Stage 1 units of work. The unit anticipates a further study of Judaism through the school designed units. Estimated teaching time for this unit: 6-7 lessons or a whole day in a half term. It is recognised that this unit may provide more teaching ideas than a class will cover in 6-7 hours. Teachers are invited to plan their own use of some of the learning ideas below, ensuring depth of learning rather than trying to cover everything, and link with other areas of the curriculum as appropriate Key Fields of Enquiry addressed in this unit: AT 1: Learning about Religion and Belief Beliefs and Teaching Religious Practices and Ways of Life AT 2: Learning from Religion and Belief Questions of Identity, Diversity and Belonging The core RE concepts that the unit develops are: God : Jews believe in one creator God who promised a homeland to Abraham and his descendants if they followed the commandments; Torah: It means instruction and it contains the 613 commandments Jews are to follow Beliefs :Jews believe the family plays an important role in keeping the commandments; Tradition :Established patterns of behaviour are important in teaching and maintaining the beliefs of a religion; Identity :Belonging to a group with a set of beliefs and traditions gives people a sense of belonging and purpose. 2 Attitudes Focus This unit will help pupils to explore attitudes of: Self awareness by becoming increasingly knowledgeable about others‟ and their own beliefs; Respect for all by developing a willingness to learn from the Jewish way of life; The unit will provide these opportunities: To consider the impact of the Torah upon religious practices and ways of life and its importance to the Jewish people; To consider a range of views about questions of belief, identity and traditions from the study of Judaism and the Torah; To think about their own experiences and views in relation to questions of belief, belonging and identity; Experiences using their senses, meeting people of different faiths, role play, dance, creative art and use of ICT. Background information for the teacher: Judaism is the oldest of the monotheistic religions. Its history begins with Abraham and the Hebrew people. Jews believe that Abraham was called into a covenant, a binding agreement, with G-d to start a people whom G-d described as many as the stars in the sky. Judaism does not define itself in terms of beliefs but rather what Jewish people do to express their beliefs. Not all Jewish people are religious; by Jewish law they are Jewish if they have formally converted to Judaism or they were born to a Jewish mother. In Jewish thinking there is one God, who created the world and everything and everyone in it. In practice, these beliefs are particularly expressed through the Jewish families’ celebration of Shabbat, the ‘Jewish Sabbath’. This is a tradition linking the Jewish beliefs about God’s rest day at the end of the creation story to the Jewish people’s rest day at Shabbat. The Exodus of the Israelites, the Jewish nation, from Egypt at the time of Moses and the provision of G-d in the wilderness is also celebrated at Shabbat. There are different denominations within Judaism so it is important to remember that not all Jewish people practise in the same way. There are three key ideas that need to be understood by the children:Torah : The contents of the Torah are at the centre of Judaism. The written Torah and the oral Torah were given to Moses on Mount Sinai. By accepting and promising to live by these laws the Jewish people became God’s people. Making and keeping promises is central to Jewish people. The Jews promised to keep God’s laws. In return G-d promised to make them into a great nation and to give them a land ‘flowing with milk and honey’ ( the promised land). This agreement is known as the Covenant. G-d : Jewish people believe in a creator G-d who made human beings in the image of himself. They believe that we cannot know what G-d looks like and so no pictorial representation of G-d will be found in homes or synagogues. Many Jewish people believe that the name of G-d is too sacred to pronounce. Jewish practice is to avoid writing the holy name of God, instead using G-d in the written form. The words of the Shema (most important Jewish prayer) are at the centre of the Jewish belief. The opening of the Shema is: “Hear O Israel, the Lord our G-d is one. Love the Lord your G-d with al your heart, with all your soul and with all your strength….” Community : Jewish identity is very important and at times this has been a challenge as Jews have faced oppression. The family and the wider Jewish community are central to 3 living a practising Jewish life. Many Jewish festivals are based around the home as much as the synagogue, showing the importance of the family in Judaism. Shabbat : Shabbat is the Jewish holy day. Jews looked forward to it; it’s a rest day. (It is misunderstood to think of it as just a day of restricting rules). It’s like welcoming a royal queen (Shabbat is thought of as female). Linked with creation (God rested on 7th day) and Exodus (Shabbat is a way of remembering God’s mercy in delivering the Hebrews out of Egypt): It lasts from sunset on Friday to sunset on Saturday evening – traditionally when 3 stars are seen in the sky; During Shabbat no work is performed so preparations are completed beforehand e.g. cleaning, tidying house, food preparations, table set and food in slow cooker etc. Jews bathe and put best clothes on. In stricter households switching lights on is seen as work so they are on a time switch. This links to God resting on the seventh day of the creation story; Men often visit synagogue on the way home from work on Friday afternoon/evening. Blessings : Beforehand the women (mother) in the home welcome Shabbat by 1) lighting the candles 2) moving both hands in circles as if spreading the light out 3) covering both eyes 4) saying blessings asking for care of family and blessings of peace and light and joy over family. Shabbat meal starts: - Father pours and blesses the wine (in Kiddush cup), thanking God for holiness of day and for creation and freedom (Exodus). They all sit. Blessings over Challah - bread (2 loaves of plaited bread- to remind of time in wilderness when God sent 2 portions of Manna on Friday, one to be used for Shabbat). Share bread & dip in salt. (Reminds of temple sacrifices which were dipped in salt). They eat the Shabbat food – usually fish, soup, chicken, and fruit. Hebrew songs are sung between courses. On Saturday morning many families visit the synagogue to hear the Torah read. They may play board games; go for a walk, read, rest in afternoon. It is seen as a quality time to be with family (and friends). Havdalah Ceremony : Havdalah is a ceremony at the end of Shabbat. It means ‘separation’ – separating Shabbat from the first day of the week. This happens at sunset on Saturday. Blessings : Over the Havdalah spice box, containing sweet smelling spices (cinnamon, ginger, nutmeg, cloves). The spice box is passed round and smelt ; the sweet smell reminds Jews of the joy of Shabbat and the hope of it spilling out into the rest of the week. Plaited Havdalah candle is lit .The candle is held up high by youngest member of family. Father says blessing over the goblet of wine, he drinks, candle is snuffed out in wine (in goblet or overflowed wine in saucer). This is the final division between Shabbat and rest of week. Many religious traditions have sets of beliefs and practices that impact on their way of life. In Christian thinking, the Creation story gives shape to the week; suggesting a day of rest on the seventh day, which is traditionally thought of as Sunday in most (but not all) denominations and used as a day to worship together in church. Christians believe that there is one God who created this world but that he also sent his son, Jesus, to earth to free people from sin. In Muslim thinking, there is one God, Allah, who gave the prophet Mohammed (pbuh) rules for people to live their lives by. Prayer is an important part of the daily lives of Muslims; in particular Friday midday prayers are felt to be extremely important. 4 Festival of Shavout : this celebrates the giving of the Torah to Moses on Mount Sinai ( Exodus ch19-20). ‘Shavuot’ means ‘weeks’. The festival comes 7 weeks after Passover. At Passover the Israelites were freed from slavery. Seven weeks later they were given the laws they were to live by (Torah) In the Saturday morning synagogue service at Shavuot the Ten Commandments and the Book of Ruth are read. Some Jews spend the night before the festival in Torah study. Jews traditionally eat dairy products at this time. These remind them that the Torah is ‘like milk and honey’. Vocabulary & Concepts In this unit, pupils will have an opportunity to use words and phrases related to: Judaism G-d Torah Abraham Moses Challah Kiddush cup Kippah Kosher Havdalah Mezuzah Scroll Shabbat Shema Spice Box Synagogue Tallit Shavuot General Blessing Creation Peace Prayer Tradition Identity Resources Teachers might use: Picturing Creation – CD Rom and seven A4 posters for each day of the week. Music “Two candles burn” CD Artefacts such as: Challah loaves, Challah cover, kiddush cup, silver Shabbat candle sticks, white candles, red grape juice, havdalah candles, havdalah candlestick, mezuzahs, Havdalah spice box and spices, table cloth, kippahs, tallits. Jewish visitor Web The National Association of Teachers of RE (NATRE) has various useful resources: www.natre.org.uk and www.natre.org.uk/spiritedarts enables pupils to view and judge numerous works of pupil art on key Biblical stories and spiritual ideas from young people. www.bbc.co.uk/schools/religion/judaism Online searchable sacred texts from different religions at: www.ishwar.com Try www.reonline.org.uk for a good general gateway to RE materials. www.lbc.ac.uk Centre for Jewish education. www.sofer.co.uk website about the scribes that write the Torah scrolls. www.aisenthal.co.uk useful website for Jewish resources. o www.akhlah.com/holidays/Shavuot Books “Wonderful Earth” Nick Butterworth and Mick Inkpen ISBN 185608-005-60 “Sammy Spider‟s First Shabbat” Sylvia A. Rouss ISBN 1-58013006-2 Religious Studies “It‟s Challah Time!” Latifa Berry Kropf ISBN 1-58013-036-4 “My Jewish Faith” ISBN 0-237-51897-X The language of shared human experience “God‟s Quiet Things” Nancy Sweetland ISBN 07459 42687 (Lion) “In The Beginning” Steve Turner ISBN 07459 36059 (Lion) Film and video CD Rom ‘The Jewish Way of Life’ (see www.jwol.org.uk) Video “Shema – The Promise begins” RMEP 5 Contributions to spiritual, moral, social and cultural development of pupils: Opportunities for spiritual development come from experiencing images of the world’s beauty and from considering the wonder of Creation or from considering the importance of having a day of prayer and worship that is different from the other days of the week; Opportunities for social development come from considering having a day of rest distinguished from the other days of the week; Opportunities for cultural development come from understanding some of the practices and beliefs of the Jewish faith. 6 Expectations : At the end of this unit in relation to the influence of the Torah Pupils working at level 2 will be able to: Retell stories associated with the Jewish celebrations encountered. (AT1) Know and begin to understand why celebrations such as Shabbat are important to Jewish people. (AT1) Identify some religious beliefs and practices associated with the stories and celebrations. (AT1) Respond sensitively to questions about the importance of family and celebrations in Judaism. (AT2) Respond sensitively to questions about their own and others’ experiences and feelings. (AT2)) Pupils working at level 3 will be able to: Describe the main practices associated with Shabbat and other Jewish celebrations. (AT1) Make links between Jewish practices and the importance of following the Torah (AT1) Use religious or spiritual vocabulary such as Kippah, Tallit, Kiddush, Challah, Torah, Mezuzah, Hebrew, belief. (AT1). Make links between their own and others’ experiences and identify what influences them. (AT2). Pupils working at level 4 will be able to: Use the vocabulary learned in this unit to show their understanding of the importance of G-d and the following the Torah is to Jewish people. (AT1) Show understanding of words like ‘Shabbat, God, Torah, Identity and commitment’ (AT1) Describe the impact of the Jewish beliefs about G-d and keeping the Sabbath day holy on people’s lifestyles (AT1) Can raise questions and suggest answers to the importance of having a day that is a ‘day of rest’ in all families (AT2) Apply ways in which Jewish people observe Shabbat with non Jewish people, noting differences and similarities. (AT2) ASSESSMENT SUGGESTIONS A formal assessment of each pupil is neither required nor desirable for every RE unit. Continuing use of Assessment for Learning methods is best. Teachers can assess this work by setting a learning task during the unit. The task aims to elicit engaged and reflective responses to the material studied in the unit, across the ability range. Tasks that could be used include: Sequencing pictures of Shabbat activities and describing to another person what is happening; Labeling special Jewish objects associated with Shabbat and talking about how they are used and why they are important; Creating mind maps with everything learned about Shabbat ; Show pictures of Shabbat. in pairs or groups, fill in speech bubbles for people in the pictures e.g. the mother, the father, the children. What could they be saying? How do they feel? Higher attaining pupils: To extend this work, ask pupils to express their own questions and views about belonging to a group or religious tradition and suggest reasons why this may be difficult or easy in Britain Or Pupils could find out different ways in which Jews observe Shabbat according to their different traditions, suggesting reasons for these differences. 7 Information to help fill in the following grid It is suggested that teachers plan for: About 6-7 good, active lessons; Use a key question as the title for each lesson; Give no more than 2 or 3 objectives for each lesson; Put appropriately levelled ‘I can...’ statements in the fourth ‘outcomes’ column; Refer to help/guidance available to the teacher, resources, cross curricular links and things that teachers should not forget in the ‘points to note’ column; Some T&L activities may last more than one lesson: please make it clear if this is your intention; In the learning outcomes column, be as specific as possible in describing how the objective is to be achieved. Use the current Peterborough exemplars as a starting point, together with your expertise!! 8 UNIT TITLE: How does the Torah influence the lives of Jewish people? Key Question: Why is God important to Jewish people? What is most important to you and why? Learning Objectives Suggested Teaching and Learning To consider what/who is important to me? * Show pupils something or someone that is important to To know that Jewish people believe in one G-d. To know that G-d is important to Jewish people and begin to understand why this so. you. Invite questions as to why this might be. * With talk partner, ask pupils to share who/what is most important to them and why. * Show a balloon to the pupils and blow it up. Discuss with them what is inside and that the air cannot be seen. With talk partner, ask pupils to think of other things that exist that can’t be seen. (E.g. wind, electricity, love). * Recap on who was most important to them and explain that some people believe in God and that God is very important in the lives of these people even though God cannot be seen. Explain that Jewish people believe the world would not function without God, just as the balloon would not function without the air. *Introduce the Torah and the Creation story to explain the Jewish idea of God as the Creator of all who sees and knows everything. Jewish people usually call God “Lord” and the word is usually written as G-d. He is seen to be all powerful, loving and forgiving. Jews believe that they must be loyal and obedient to the Laws of God as found in the Torah *Discuss pupils‟ ideas about God and any similarities/differences with Jewish view of God. Why might Jewish people think God is so important? * Ask pupils to use artwork to show where they think people can find God. 9 Learning Outcomes (Can be written as success criteria) I can explain who/what is important to me. (AT2 L1) Points to note Keep in mind sensitivity of family issues whilst thinking about significant people. I can use religious words to show how G-d is important to Jewish people. (AT1 L2) Cross-curricular links: Literacy, PSHE (SEAL) – “It’s good to be me”. I can retell the creation story and suggest what it teaches Jews about G-d. (AT1 L2) Make sure Muslim pupils know that their own religion does not permit drawings of Allah. They can draw a location, or symbol I can make links between the story of Creation and belief in G-d (AT1 L3) for ‘everywhere’ Key Question: In what ways is the importance of the Torah demonstrated? Learning Objectives Suggested Teaching and Learning Consider ways in which the Torah influences Jewish people (AT1) * Introduce a Jewish family using video, DVD, IWB or photos and explain that they are getting ready for a festival Shavuot. *Tell the story behind the festival. Explore and try out some activities associated with the festival. Appreciate the way in which the Torah influences daily living, festivals and worship (AT2 Explore and express the meaning of Shavout (AT1) E.g. Make and taste cheesecake, honey flavoured biscuits. Explain why there are rich foods are appropriate at this time. * Talk about what it means to Jews to describe the land promised to them is like milk and honey. *Talk about keeping promises and why the Jewish people promise to obey G-d’s rules *Explore the Ten Commandments, putting the six which offer the best advice for Jews at the top. *Choose two of the Ten commandments which you think are good advice fro everyone and show in a cartoon or role play what happens when this advice is not followed. 10 Learning Outcomes (Can be written as success criteria) Points to note I can suggest what the story of the giving of the Torah to Moses on Mount Sinai means for a Jewish person today. (AT1 L2) Note that many Orthodox Jews believe that the Torah is literally the word of G-d. Liberal and Reform Jews believe that it is inspired by Gd but that humans wrote down the ideas and developed them. I can respond sensitively to stories about people from the Jewish religion, noticing what matters to them. (AT2 L2) I can identify a variety of ways in which the Torah influences Jewish people (AT1 L3) I can make links between the value of the ten commandments to both myself and to Jews (AT2 L3) I can describe some of the importance of Shavuot to Jewish people. (AT1 L3) Key Question: What is the link between the Creation story and the Sabbath Day? Learning Objectives Suggested Teaching and Learning To understand the link between the Creation Story and the seventh day of Rest by G-d. Use BBC learning Zone to see free to view programme which makes connections to the Creation stories in Jewish scriptures. ( See www.bbc.co.uk/learningzone/clips.the torah/7464.html Create picture cards the right order of creation. Talk about the order and what questions does it raise? Discuss why do they think G-d rested? What are the links between the way our week is divided up with the Creation story? Look at the way in which Sundays are different to the other days in this country. E.g. shopping laws, overtime and pay on Sundays Find out why the Jewish holy day is a Saturday, not Sunday. Ask what pupils would do on a Saturday if they had a choice and why. Talk about whether people should have a day of rest? Has everyone got to have the same day off? Write about whether they ever have times of rest, peace and quiet. To explore the meaning and purpose of the Creation Story for Jewish people and others To consider the difference between weekdays and weekends. 11 Learning Outcomes (Can be written as success criteria) Points to note I can retell the Creation story from the book of Genesis (AT1 L2) I can respond sensitively to some questions about the Creation story ( AT2 L2) I can describe the importance of the link between the Creation Story and the Sabbath Day (AT1 L3) I can ask some important questions about the origins of our planet. (AT2 L3) I can show that I understand how the Creation Story makes a difference to Jewish people every week. (AT1 L4) I can suggest ways in which there are differences between every day and one special day ‘of rest’ in the week. (AT2 L4) This is not the time to discuss the controversial nature of the Creation story. Note that Jews, Christians and Muslims share these scriptures and there are different interpretations of them. It is important for pupils to understand the link with G-d making the world but needing to rest on the seventh day. Key Question: In what ways is Shabbat a weekly tradition? Learning Objectives Suggested Teaching and Learning Learning Outcomes (Can be written as success criteria) Know what is meant by the term ‘tradition’ * Help pupils understand the concept of ‘tradition’ by talking about special things families do together at special occasions like birthdays, Christmas, or on holiday. Or discuss school traditions. Why are they important to people? * Look at books, pictures, video or meet person to find out how a Jewish family celebrates Shabbat both at home and in the synagogue (including use of loaves, blessings, candles and the Havdalah ceremony to say goodbye to the Sabbath * Make and taste challah bread. * Learn a Shabbat song or hear story reflecting the specialness of Shabbat (e.g. The Sabbath Lion) * Create a collage to describe the kind of activities that Jewish people might do on the Saturday of Shabbat. Share with a partner, giving reasons for why those activities are suitable. * Talk about and share what do they do that is the same or different from us and our families? I can identify how Shabbat is expressed in religious artefacts (AT1 L2) I can talk about thoughts and feelings I have about traditions (AT2 L2) To know the importance of Shabbat and family to the Jewish people 12 I can suggest what difference Shabbat makes to a Jewish person. (AT1 L3) I can make meaning links between Jewish special times and my own special times. (AT2 L3) I can show understanding of the importance of Shabbat to Jews (AT1 L4) I can respond meaningfully to questions about the importance of traditions to people and myself (AT2 L4) Points to note Note that the home is the centre of Judaism’s most sacred institutions Key Question: Why is it important to have a ‘rest’ day for Jewish people and others? Learning Objectives Suggested Teaching and Learning Learning Outcomes (Can be written as success criteria) To know that Shabbat is a special rest time for Jewish people. *Show a variety of pictures of different activities. In small groups, ask pupils to consider whether they are peaceful activities and to give reasons. * Recap and reveal the Havdalah table (Kiddush cup, spice box, Havdalah candle) and explain the closing ceremony of Havdalah and how the peace of Shabbat is taken with them into the rest of the week. * Use a stilling exercise to explore peace and calm with the pupils and ask them to share their feelings if they wish. * Ask pupils to draw what they would do when resting/being quiet/peaceful. Give an outline of a pillow to draw into. These could be used for display purposes. * Fill in thought bubbles to put with their pictures about why this is a restful/peaceful time. What would they be thinking? I can show awareness of a Jewish ‘day of rest’ and a non- Jewish ‘day of rest’. (AT1 L2) To talk about the Havdalah ceremony. To think about and discuss their own experiences of rest and peace *Talk about write about what difference it would make to them or to Jewish families if there were no special times of the week. 13 I can talk about thoughts and feelings about having a special day of rest that is different from other days of the week (AT2 L2) I can begin to recognise the impact on Jewish lifestyles of their beliefs. (AT1 L3) I can identify different influences on people regarding needing a ‘day of rest’ (AT1 L3). I can describe the impact of Shabbat on Jewish children (AT1 L4) I can describe ways in which rest is experienced by myself and others (AT2 L4) Points to note This could be an opportunity to use stilling or creative reflective story telling and allow the pupils complete free response, using a range of materials. Key Question: In what other ways do Jewish people obey G-d’s rules? Learning Objectives Suggested Teaching and Learning To know what a mezuzah is and where it is found. * Show and handle a range of mezuzahs. What might they be for? Carry out an investigative approach. Feed back ideas. * Look at some symbols/pictures found on the mezuzahs. Why are they important? What do they represent? * Design and make own special boxes with symbols or pictures important to pupil. * Make individual promise containers or make one for the whole class and see if they can stick to their promises. * Introduce the Shema - prayer. Explain that a miniature copy is found in the mezuzah. What do the words mean? What do they tell us about Jewish beliefs? *Discuss where mezuzahs are found and how/why they are used in the home. Why? *What special words might pupils want to regularly repeat? Write own special words and put into own special boxes. Read words to a partner and say why they are so important. Display. *Discuss the food laws that Jewish people keep. How would this affects family life in preparing for Sabbath. How might some pupils find these rules difficult? * What if they have a Jewish friend? What would they need to think about? To describe how the mezuzah is used in a Jewish home. To make links between special food laws at Shabbat and the importance to follow G-ds laws. 14 Learning Outcomes (Can be written as success criteria) Points to note I can identify mezuzahs in the Jewish religion and suggest meaning for them. (AT1 L2) I can recognise how important it is to keep promises (AT2 L2) The Shema, a prayer from The Torah (“Hear Oh Israel, the Lord our G-d is one. You shall love the Lord with all your heart, with all your soul and with everything you have.”) conveys the key beliefs of Judaism: One God, Torah, Israel. I can make links between the use of the mezuzah and Jewish beliefs about G-d ( AT1 L3) I can identify ways in which people are influenced by their beliefs.(AT2 L3) I can show I understand the meaning of the Shema prayer for Jews.(AT1 L4) I can apply the importance of keeping promises to myself and to others (AT2 L2) Jewish food laws (simple ones such as no meat from pig, no shellfish and meat/milk not to be eaten together) can be explored. Explain they are rules in the Torah and link with Torah unit. Show pictures of Jewish kitchens. Link with synagogue visit – look at kitchen there. Key Question: Why is family so important? Learning Objectives Suggested Teaching and Learning To know the importance of family to the Jewish people. To think about and discuss the importance of belonging to a family for everyone. To tell others what I have learned about the importance of being part of God’s family for Jew. Learning Outcomes (Can be written as success criteria) Recap through Sabbath festival showing how I can give two examples of the mother is important in welcoming Shabbat or important Jewish rituals by the role of the father. What part the children family members showing play? Show some of the rituals that happen. obedience to G-d. (AT1 L2) Research what Jews say about the importance I can respond sensitively to what of quality family time (See RE Today resources people share about their families “Opening up Judaism” isbn 978-1-905893-55-3) and their importance. (AT2 L2) As a class talk about some of the things the pupils have learnt about the importance for Jews being part of G-d’s family. Divide class into groups and ask then to decide upon three reasons for the importance of families for everyone. Compare and contrast .with each group. Compare similarities and differences between the importance of families given by the pupils with those comments said by Jewish people. I can describe two key reasons for the importance of family for Jewish people (AT1 L3) I can compare some of the importance of families for Jews with my own beliefs about the importance of family. (AT 2 L3) I can show understanding of the impact of belonging to God’s family to Jewish people (AT1 L4) Raise and suggest answers to questions of identity, belonging, values and commitments with reference to Judaism (AT2 L4). 15 Points to note When discussing the importance of family it is important to broaden out the discussion to include different types of families. There can be school families or village communities as a type of family. No-one should feel excluded especially if they come from a split family or single parent family or adopted etc.