Download Scheme of Work Title: Who is God

Scheme of Work Title: Foundations - Judaism
Year: 7
Term: Autumn
Unit Overview
Students are to reflect on the basic foundations of Judaism. They will think about their own ideas about leadership and how Moses and Abraham have shaped Jewish
history and thought. They will be introduced to a variety of Jewish beliefs regarding God, worship and leadership.
Skills and Concepts covered
Students will be given more religious language to use during this module and will be supported in the use of this. They will learn about the role of religious leaders and their
connection with God. Students will look specifically at the idea of a contract between Jews and God as expressed in the Torah. In addition to this students will be
introduced to the Torah and places of worship including the Synagogue and Western Wall in Jerusalem. They will develop skills of analysis, evaluation and synthesis at key
points during this module of work. Students will also build on investigative and team work skills introduced in their previous school.
Expectations
All students must be able to describe the key aspects of Judaism using appropriate language such as omnipotent, omniscient, omnipresent and omni-benevolent. They
must be able to compare and contrast the foundations with other world religions such as Hinduism and Islam. They must know of the covenant between Jews and God and
where they worship. In addition to this they must also be able to reflect on their own ideas about Jewish beliefs and their reasons for holding the beliefs that they do.
Students must be able to express their own opinions on both Jews relationship with God and their leader’s role.
Most students should be able to explain the meanings of the different aspects of Judaism and the reasons why these particular aspects are so important to individuals.
They should be able to use ideas from the Torah to show that the Judeo Christian God has a covenant with the Jewish people. They should be able to draw comparisons
between the Jewish beliefs studied and their own beliefs and suggest reasons why there may be similarities and differences. They should also be able to suggest ways in
which the beliefs that individuals hold might affect the way that they live their lives – for example, how might a belief in a covenant with God affect people’s behaviour or
how might belief about religious sites affect the nature of the relationship that individuals have with God. In addition to this, students should be able to express their own
ideas about basic Jewish beliefs, offering reasons and justifications for these views in the form of examples.
Some students could be able to use a wide range of religious language to explain the different beliefs that people hold about God, places of worship, the Torah and
leadership. They should be able to compare and contrast these beliefs and offer a wide range of reasons for both the differences and similarities. The could be able to use
a wide range of examples and evidence when explaining the ways in which the beliefs studied would affect the lifestyle of believers as well as the relationships that they
believe they have with their faith.
Prior learning and likely student misconceptions
It would be useful if students had a basic understanding of what God is believed to be and the qualities of a good leader. It would also be useful if they had covered some
of the basic tenets of Christianity, Islam and Hinduism (this should have been covered at KS2). Students will hopefully have spent some time considering their own views on
different faith and it would certainly be useful for discussion purposes if they had some ideas for lesson one. It would also be beneficial if students had some ideas about
why people might not believe in religion for example secular reasons such as the presence of evil in the world.
Students may approach this topic with prior knowledge – it is important that the class teacher deals with this directly from the start and emphasises the department ethos
that this is building on previous work.
ICT, Literacy and Numeracy
ICT: This is supported during lesson 1 and 3 of this scheme of work. Students can use computers to research beliefs about God and impact of religious leaders.
Literacy: Literacy is very much a backbone of this subject and so much of the work carried out supports this. More specifically, literacy is supported through written tasks
during lessons 1,2,3 and 4 as well as during the assessment at the end of the module of work. As well as developing their general literacy, students will find that they are
also able to develop their subject specific literacy during this unit of work as they are introduced to a more specialist vocabulary.
Numeracy: There is an opportunity for students to develop their numeracy skills during this module.
Inclusion and ECM
Assessment for Learning
AfL occurs informally throughout this scheme of work in the form of questioning sessions at the end of lessons. More formal and concrete example of AfL can be found in
lessons 1, 2, 6 and 7. AfL takes the form of peer assessment, self assessment and teacher assessment throughout the unit of work. Students will continue to maintain an
AfL file to record their progress and targets for improvement. TML’s are used frequently throughout the unit to inform and progress students work, both by teachers and
students. Further, the use of both levelled objectives and AfL inserts encourages students to use the assessment criteria to inform their work on a regular basis.
PLTS
Community Cohesion
Resources
Guided visualisation; World Religions Judaism text book, Judaism task sheets;, PowerPoints, Home Learning booklet, Ooble register cards.
Lesson
1
2
3
4
5
6
7
8
9
10
Departmental Assessments
Belief in God
Abraham and Leadership
Who was Moses?
Worship
The Torah
The Western Wall (Assessment)
HomeLearning
Lesson 6 sets up this task and as such should be taught during the week that the task is set rather than simply in order of the scheme of work.
Learning Objectives
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Must be able to
identify the qualities
of God (AT2 L4)
Should be able to
explain the nature
and importance of
God (AT2 L5)
Could be able to
evaluate believers
perception of God
(AT2 L6)
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Possible Activities
Lesson One
Carry out a quick survey to show how many students believe
either Ghosts, Spirit, God or Force is the odd word out –
students explain their choice.
Students carry out a Relationships triangle exercise to see who
fits onto their triangle.
Students should remain in silence after the visualisation and
make a spider gram in their books to show the ideas that they
came up with during the visualisation.
Compare with Jews Triangle. Discuss students ideas – could
collate different ideas on the board.
Students should then work in groups to sort through the
qualities of God worksheet and organise as a diamond nine.
Students should then pair up to explain their ideas about God
to one another – if time, they could then feedback to the class
about each others Gods and how they might improve them.
Differentiation and Extension
For those who need extra support:
Open ended and reflective nature
of this lesson allows all students to
achieve at the standard they are
capable of. Differentiated by
outcome.
For those who need stretching:
Open ended and reflective nature
of this lesson allows all students to
achieve at the standard they are
capable of. Differentiated
different information sheets and
by outcome.
Links/KeyWords/Assessment
Links:
Spiritual and moral
development.
Art.
Numeracy
Key Words:
God
Belief
Reflect
Assessment:
Extended piece of writing
should be formally assessed
by teacher against AT2
descriptors.
Learning Objectives
 Must be able to
identify who
Abraham is (AT1 L4)
 Should be able to
suggest some
qualities of a leader
and the importance
of Abraham to Jews
(AT1 L5)
 Could be able to
consider the
significance of
Abraham to Jews,
Christians and
Muslims (AT1 L6)
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Must be able to
describe the
qualities of a leader
(AT1 L4)
Should be able to
explain the role and
impact of a great
leader (AT1 L5_
Could be able to
evaluate the impact
of a leaders actions
on a nation(AT1 L6)
Possible Activities
Lesson Two
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Look at images of current world leaders on board and explain
their roles and how successful they are - on whiteboards.
Students should then read the poem on The Leader - discuss
Check that students have the correct information by going
through the sheets as a class – then students they complete
fact file sheet
Mini Plenary
Watch the clip on Abraham sacrificing his only son to God.
Choose levelled task to complete – pick according to ability and
if completed move to higher level task.
Lesson Three
Students should look at pictures of famous people on the
board and explain the odd one out – looking for leaders
In pairs students discuss what makes a great leader – lower
ability draw what a good leader looks like.
Feedback and discuss – mini plenary.
Students read through information pack on Moses and piece
together his life story and pick out the most important life
changing event from his life. Explain choices.
Students read Bible quote on how God would support Moses
and discuss how this would make him feel.
Complete what made Moses a great leader worksheet – sort
through qualities and organise + justify choices
Differentiation and Extension
For those who need extra support:
Levelled tasks allow students to
work at their own pace and
capability.
Links/KeyWords/Assessment
Links:
Geography (Holy Lands)
PHSCE
History
For those who need stretching:
Levelled task allows the more able
to be extended by analysing and
synthesising the information they
have been presented with.
Key Words:
Abraham
God
Monotheistic
Sacrifice
Belief
Love
Opportunity for peer questioning
also allows students to be
stretched.
For those who need extra support:
Differentiate the paired work by
co-ordination so that the more
able and the less able work
together.
Assessment:
Q&A session informally
assessed by teacher.
Links:
Literacy
History
Politics
Key Words:
Belief
For those who need stretching:
Justice
Final extended piece of writing task God
allows the more able to reach the
Miracle
higher levels.
Introduced key words (divine
attributes) to more able during
Assessment:
feedback and discussion and
Use of leadership grid
encourage them to use these
Discussion work.
words in their writing.
Learning Objectives
 Must be able to
identify and
recognise how Jews
worship in a
Synagogue (AT1 L4)
 Should be able to
assess and explain
the importance of
worship for Jews
(AT1 L5)
 Could be able
evaluate and
understand how
worship effects a
believer (AT1 L6)
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Must be able to
identify and
recognise what the
Torah is (AT1 L4)
Should be able to
assess and explain
how the Torah can
impact on the lives
of the believers (AT1
L5)
Could be able to
evaluate and
understand how
belief in the Torah
can affect the way
Jews view the world
(AT1 L6)
Possible Activities
Lesson Four
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Students should observe four pictures of places of worship,
ancient and modern and explain how they are linked.
Show meaning of the word synagogue and ask students to
reflect on three places important to them.
Watch the tour of the synagogue observe how Jews respect
their synagogue and why.
Read fact file on importance of the synagogue and discuss
Mini Plenary – tweet answer on whiteboard
Students should then work individually to produce an extended
piece of writing on this.
Students explain the most important function of a synagogue
for Jewish people.
Explain ideas in exercise books, must justify and explain their
ideas
Lesson Five
Students to work in small groups and explain to each other
what their favourite book.
Using the information sheet students read and discuss.
Create diamond nine of ideas
Using this information, they should create a fact sheet on the
humanist alternative to religion.
Students to demonstrate how it can help Jews in their daily
lives. (Opportunities for modelling).
Students to watch clip on 10 Commandments – discuss
Complete Level related (students choose) task on this.
Those students working at or towards a Level 6 should create a
fact sheet that compares the 10 Commandments to their own
beliefs/values and how they are similar and different.
Differentiation and Extension
For those who need extra support:
Student learning is supported
throughout the lesson by
differentiated information packs.
For those who need stretching:
Group led aspects of the lesson
allows the more able to be
stretched. Discussion skills.
Links/KeyWords/Assessment
Links:
Spiritual and moral
development.
History
Key Words:
Synagogue
Community
Learning
God
Assessment:
Informal assessment of
progress through the
objectives takes place during
discussion work.
Progress can also be
assessed through final task.
For those who need extra support:
Task for these students is
differentiated so as to ensure that
each student can access a level
appropriate task
Links:
Citizenship
English
History
Literacy.
For those who need stretching:
Task for these students requires
them to use higher order thinking
/discussion skills.
Key Words:
Humanism
Assessment:
Fact sheets and ability to
work in groups effectively
(PLTS)
Learning Objectives
 Must be able to
identify what the
Western Wall is and
its importance (AT1
L4)
 Should be able to
suggest why the
Western Wall is
sacred for Jews and
Muslims (AT1 L5)
 Could be able to
suggest how this
place would affect a
believer personally
and their actions
(AT1 L6)
Possible Activities
Lesson Six
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Look at images on board
Answer tasks on mini whiteboard
Review targets
Watch clip on the Western Wall – discuss
Mini plenary
Read worksheet and discuss why the Western Wall is important
for Jews.
Choose task to complete from board
Read Women of the Wall article and choose appropriate
levelled task
Differentiation and Extension
For those who need extra support:
Task is explicitly differentiated and
so students will be working on
tasks that relate directly to their
ability.
For those who need stretching:
As the task is explicitly
differentiated students will be
working on a task that suits their
ability.
Links/KeyWords/Assessment
Links:
History
Art.
Literacy.
Key Words:
God
Deity
Western Wall
Faith
Assessment:
Task is formally assessed by
teacher and used for target
setting.
Lesson highlighted in red is for setting up Home Learning. This must be
taught prior to the Home Learning task being set regardless of progress
through the scheme of work.