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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 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) 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) 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 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) 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 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 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.