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GCSE Religious Studies
Preparing to Teach
2016
• What will It look like?
• How will It be assessed?
• What is the content?
• How should I prepare?
What Will It Look Like?
• Weighting 25% - one quarter of the
GCSE course
• Booklet
• No choice
• Terminology from the Specification
e.g. God not G-D
Four Questions per unit.(2 units).
(a) What is? (2)
(b) Describe
(c) Explain
(5)
(8)
(d) A statement. Discuss this statement showing
that you have considered more than one point of
view.
(You must refer to religion and belief in your
answer.)(15)
No SpaG but
How
How Will It Be Assessed?
Assessment Objectives
AO1 Demonstrate knowledge and understanding of religion and belief*, including:
belief, practices and sources of authority
influence on individuals, communities and societies
similarities and differences within and/or between religions and belief
AO2 Analyse and evaluate aspects of religion and belief*, including their significance
and influence
Nb Key concepts and source book available on-line
What is the Content?
- Specification Demands
- ‘Linking Up’ , ‘Reforming’ and ‘Applying’
- Diversity
- Living Judaism
JUDAISM
The nature of God
Messiah (Mashiach)
Covenant (Abrahamic Covenant,
Covenant with Moses)
Life on earth
The afterlife
Worship: practices in Britain and elsewhere
Rituals
Daily Life and Festivals
Issues of God as:
One, Creator: Genesis 1 3-5; 1 26-28, The Shema
Law-Giver and Judge: Exodus 20:1-17
The nature and significance of shekhinah (the divine presence)
Messiah (Mashiach)
Different views within Orthodox and Reform Judaism about the nature and role of
the Mashiach (Messiah); special person who brings an age of peace, ourselves, his
arrival as signaling the end of the world, praying for his coming, concerned more with
living life according to the mitzvot
Covenant
The meaning and significance of the Abrahamic Covenant: Genesis 12:1-3, 17:6-8,
17:11-14 including the importance of the ‘Promised Land’
The meaning and significance of the Covenant with Moses at Sinai: Exodus 3:11-15
including the continuing importance of the idea of a ‘Promised Land’
Importance of the Ten Commandments: Exodus 20:2-14
(c) Explain why Moses is important in Judaism. (8)
Shema-Central daily prayer and before death(from
Deuteronomy and Numbers)
One God
Tefillin-
Tefillin
Mezuzah-
Synagogue-No statues
Implications for Today
Life on earth
Beliefs and teachings about the nature and importance of Pikuach Nefesh(sanctity of
life): Genesis 1:26-27, Talmud B Yoma 84b, Psalm 139: 13-15, Jeremiah 1:5
The relationship between free will and the 613mitzvot (duties) between humans and
with God
The afterlife
Orthodox and Reform beliefs and teachings about life after death, judgement and
resurrection; spiritual and/or bodily resurrection, immortality of the soul and the belief
that we must focus on this life in preparation for whatever happens in the next
(b) Explain different Jewish beliefs about resurrection.(5)
Worship: practices in Britain and elsewhere
The nature and importance of Orthodox and Reform synagogue services;
Shabbat service, the significance of prayer including the standing prayer (Amidah)
Worship in the home; siddur, recitation of Shema and Modeh Ani, display of
mezuzah.
The importance of preparing for and celebrating Shabbat: Exodus 20:8-10
(c) Explain why Shabbat is important in Judaism (8)
Items worn for worship; talit, tefillin and kippah
The Synagogue Features of synagogues in Britain: significance of bimah, aron
hakodesh, Torah scrolls, ner tamid, seating, minyan; Exodus 20:4-5
Worship, social and community functions of synagogues serving Jewish
communities in Britain.
Where should the
Mezuzah case be
placed on the first
space rocket?
Does technology
interfere or
support?
Rituals
The role and importance of Brit Milah: Covenant, identity, features of the ceremony
Bar Mitzvah: Law and personal responsibility, features of the ceremony
Orthodox and Reform views regarding Bat Mitzvah and Bat Chayil and features of the
ceremonies
Marriage: Genesis 2: 24, features of the ceremony
Mourning rituals: onan, kaddish, sheva, yarzheit. Role of chevra kaddisha
Daily life
Significance of use of the Tenakh and the Talmud in daily life;
Dietary laws: kosher/treyfah, parev, the prohibition of milk with meat, requirements
of a kosher kitchen: Leviticus 11:1-23
Keeping kosher in Britain: benefits and challenges
Festivals: practices in Britain and elsewhere
The origin, meaning and celebration of the following festivals in Britain
Rosh Hashanah /Yom Kippur
Pesach:Exodus 12:14
Sukkot
(d) You have to go to a synagogue to be a
Jew
Discuss the statement showing you have
considered more than one point of view (15)
How Should I Prepare
Whose Diversity?
Language Matters
Jewish Judaism
Judaism is Diverse
Globally
Beliefs
Practices
Identity
Which branches of Judaism will you focus upon?
How?
Charedi
Chabad
Orthodox
Reform
Liberal
Kabbalists
Jubbists
Secular Jewish
Ashkenazi
Sephardic
Falasha
Hebrew
Yiddish
Ladino
Orthodox
Original and only form of Judaism until the 1800’s.
Named Orthodox in reaction to the advent of Reform Judaism.
MODERN ORTHODOX
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•
Integrated into modern society yet emphasize strict observance of religious laws and commandments.
Feel that secular knowledge and aspects of secular society can be incorporated into their Jewish life.
ULTRA-ORTHODOX (HAREDI)
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Life revolves around Torah study, prayer and family.
Families tend to be large, reflecting adherence to the commandment "be fruitful & multiply" (Genesis 1:28, 9:1,7).
Often live in communities.
Lubavitch (Chabad)
•
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•
A Hasidic movement founded in Russia at end of 1700’s.
Lubavitch is the name of the town in Russia that served as the movement's headquarters for
over a century.
Reaches out to fellow Jews, celebrating the joys of being Jewish.
Reform
Founded by Rabbi Isaac Mayer Wise in 1873 in rebellion against the binding
traditions of orthodoxy.
Most flexible about observance of Jewish laws.
The largest Jewish movement in North America.
Rabbi Laura Janner-Klausner- Senior Rabbi to the Movement for Reform Judaism
Main Issues of Difference
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•
•
•
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Status and Interpretation of the Torah (shabbat; keeping kosher etc)
Jewish identity
Conversion
Attitudes to same sex relationships
Women Rabbis
Ritual practices e.g. mikveh
Design of synagogues
Belief about the Messiah
Beliefs about funeral practices
How Should I Prepare?
Language Matters
AO1 , AO2 Levels ,SPaG
Define a Term
Use in Responses
Contextualise in their writing
Interprets
Judaism Key Concepts
Synagogue
Shekhinah
Shabbat
Kosher
Torah
Mizvot
Messiah
Covenant
Which do pupils already
know?
It’s a Mitzvah
Keeping the 613
mitzvot given to
Moses
e.g.
Doing a good deed
e.g.
Being given an
honour e.g.
MITZVAH (mitzvot)
• The Talmud refers to 613 mitzvot in the Torah.
• This number is represented by the number of knots on the
tallit which is worn by many Jews during worship.
• Today it is impossible to keep all 613 mitzvot as many were
connected with religious practices in the Temple which has
been destroyed.
• For Orthodox Jews keeping the mitzvot is an important
principle of Judaism. Although many Reform Jews will also try
to keep the mitzvot many consider that some are no longer
relevant to 21st century lifestyle. Decisions about which ones
to observe are often based upon individual decision making.
• Just as in the Ten Commandments the mitzvot either show how humans
should relate to God or how humans should relate to other humans.
Mitzvah
Torah
Talmud
Moses
Diversity of Judaism
Bar Mitzvah
Jewish Values
Moses
Tzedekah
Free Will
Building on the Basics –
Jewish Judaism
The people I am studying in Judaism are …..
Sacred texts are …..
Name of God is…..
They worship in …..
The most important festival they celebrate is …….
When they die they believe…..
A charity of that religion that works in the UK is ……
A Jewish Judaism
The Ten Commandments/Mitzvot
The Synagogue
Forgiveness
The Messiah
21st Century Britain
There are over 350
registered Jewish Charities
in the UK
What Could Mitzvah Day in Your School look like?
https://www.youtube.com/watch?v=DptZG
Fl_LOk
Resources
Do they reflect Judaism?
Do they reflect Judaism in Britain?
Do they meet the new demands of the GCSE specifications?
Do they give me confidence ?
GCSE Subject Officer
Lynda Maddock
029 2026 5122
[email protected]
GCSE Subject Support Officer
Christopher Barfoot
029 2026 5094
[email protected]
Regional representatives
South East and London, Channel Islands:
Jonathan Harrington
[email protected]
South West, East Midlands and East Anglia, Northern Ireland:
David Jones
[email protected]
North, Scotland, Isle of Man:
Catherine Oldham
[email protected]
Merseyside, Cheshire, Staffordshire , West Midlands, Derbyshire:
Dave Evans
[email protected]