Download (The) Jewish Way of Life

THE JEWISH WAY OF LIFE
KEY STAGE 2
NATIONAL
I CAN
STATEMENTS
“I CAN” ATTAINMENT
STATEMENT
STRAND
AT1 (B) PRACTICES AND WAYS
OF LIFE
AT2 (C) VALUES AND
COMMITMENTS
I CAN
STATEMENT
FOR THIS
SDBE UNIT
COMMENT ON ANY SPECIFIC
ASSESSMET ACTIVITY
COMPLETED
CLASS
ATTAINMENT
(Please attach
work sample,
photo, oral
response
sheet.
NUMBERS OF PUPILS
WORKING AT LEVELS (Some
schools may wish to keep a class
list tick sheet record over the year)
AT1 (B) PRACTICES AND WAYS OF LIFE
LEVEL3: Describe some of the things that
are the same and different for religious
people.
LEVEL4: Use the right religious words to
describe and compare what practices and
experiences may be involved in belonging to
different religious groups.
LEVEL5: Describe why people belong to
religions and explain how similarities and
differences within and between religions can
make a difference to the lives of individuals
and communities
AT1 (B) PRACTICES AND WAYS OF LIFE
LEVEL3: Identify some similarities and
differences between Christianity and
Judaism.
LEVEL4: Explain some differences and
similarities between belonging to the
Christian faith and belonging to the
Jewish faith.
LEVEL4: Describe the ways in which the
Torah is used and valued at home and in
the synagogue.
COMMENT ON PUPILS ABOVE AND
BELOW EXPECTED LEVEL
Draft revision SDBE units of work with I can statements 2008
AT2 (A) IDENTITY AND BELONGING
LEVEL3: Compare some of the things
that influence me with those that influence
other people.
LEVEL4: Ask questions about who we are
and where we belong, and suggest
answers which refer to people who have
inspired and influenced myself and
others.
LEVEL5: Give my own and others views
about who we are and where we belong
and on the challenges of belonging to a
religion and explain what inspires and
influences me.
AT2 (A) IDENTITY AND BELONGING
LEVEL3: Compare what I learnt about
an aspect of the Jewish way of life
(e.g. Shabbat, Bar Mitzvah,) with things
that influence what I think and say and
do.
LEVEL4: Say what challenges me
about the Jewish way of life and what I
have learnt from it for my own life.
LEVEL5: Report on what it is like to be
a committed member of the Jewish
faith (locally) and comment on those
aspects which inspire or challenge me.
COMMENT FOR NEXT STEPS IN
PUPILS’ LEARNING AND TEACHERS’
METHODS OF DELIVERY.
THE JEWISH WAY OF LIFE
KEY STAGE 2
LEARNING OBJECTIVES
Lessons 1
AT1
AT2
Lesson 2
AT1
AT2
Recognise what pupils already
know about Jewish beliefs and
practices and devise questions on
aspects of the Jewish way of life
they are keen to explore during
this unit.
To share pupils own family
religious practices and make
comparisons with the Jewish
practice of Shabbat.
To know that Jews believe in one
God who is the Creator & cares for
all people
To understand the importance of
the Torah for Jews and the
significance of the mezuzah in the
Jewish home
To identify how signs and symbols
from own religious belief or
personal commitments help guide
and sustain them in everyday life.
ACTIVITIES
RESOURCES
Recall learning about ‘Shabbat’ (see Jesus
Growing up/Introduction to Judaism, KS1
unit)
Review the symbolism, forms of words and
meaning of the Shabbat and enact it as a
class.
Identify key Jewish beliefs and teachings
from the Shabbat home ritual. Discuss the
importance of family and the Torah in the
Jewish faith. Discuss similarities and
differences with own religious and/or family
practices.
http://stschool.eduweb.co.uk/carolrb/judai
sm
www.jewfaq.org/prayer/shabbat.htm
Judaism within for Key Stages 1 & 2
SDBE 1995
My Jewish Faith, Rainbow Big Book,ISBN
0 237-52046-X
Read the Shema - the statement of belief
that gives Jews a daily command.
Make a list of the different commandments
known as ‘mitzvoth’ in the Shema.
Explain the use of a mezuzah: a special
case containing the Shema which Jews fix to
the doorpost of their home to remind them to
put God first in their home.
Discuss:
o the mitzvoth and the commandments
are lived out in every day life.
o how signs, symbols and artefacts help
people remember and focus on
important things
o how signs and symbols around
school, from our own religious belief
or from personal commitments, help
guide and sustain us in everyday life.
Make a class/group or individual Mezuzah.
(other related SDBE units: Signs and
symbols, Moses as a Leader, Rules)
Draft revision SDBE units of work with I can statements 2008
Pathways of Belief: Judaism (video)
BBC Education plus teachers’ notes
Teaching RE: Judaism 5-11 CEM pp23-5
Pathways of Belief: Judaism (video)
Deuteronomy 6: 4-5
Mitzvah = a commandment
Artefact: mezuzah (fixed to doorpost
containing Shema to remind Jews to put
God first in their homes.)
THE JEWISH WAY OF LIFE
KEY STAGE 2
Lesson 3
and 4
AT1
To know that God revealed the
Torah to Moses and to know its
place in the synagogue.
To know the role of the
synagogue and the significance of
the everlasting light.
To appreciate the importance of
the Rabbi in the Jewish
community
Organise a visit to the synagogue: focus on
learning about the Torah scrolls and how
they are used in the synagogue. Ask for
some Hebrew to be spoken or read.
Get each pupil to prepare questions to ask
the Rabbi discuss.
E-mail Rabbi a composite list of questions
for preparation prior to the visit.
Torah means teaching.
Explain that the most holy Jewish book is the
Torah (the first five books of the Hebrew
Bible) which was revealed by God to Moses
on Mount Sinai over 3,000 years ago.
The Torah, together with the Talmud
(commentary on the Torah), give the Jewish
people ethical rules for everyday life.
Observing these rules is central to the Jewish
religion
Explain the importance of the Torah by
investigating how scrolls are made, kept and
used in the synagogue. Discover what
happens to old and damaged scrolls (buried
in Jewish cemetery) and suggest why.
AT2
Consider whether certain religious
or non religious writings are
special to them and how and why
they use, keep and value them.
Share writings people in the class use to
guide, inspire and challenge them. Discuss
how they are used, kept and valued.
.
.
Draft revision SDBE units of work with I can statements 2008
Plan to visit a synagogue.
Visiting a Synagogue,Ruth Nason, Evans,
2005,ISBN0237527677
Bible: Old testament
Replica scroll, yad, prayer shawl(tallit)
and prayer cap (a kippah, capel or
yarmulke; you may make prayer caps out
of card)
Pathways of Belief: Judaism (video)
The Torah by Douglas Charing
Heinemann ISBN 0 435 30350 3
(excellent book)
Teaching RE Judaism 5-11 pp 13-15
(other related SDBE unit: Jewish
Festivals- Sukkot- the traditions of the
Simchat Torah)
THE JEWISH WAY OF LIFE
KEY STAGE 2
Lesson 5
To consider some of the
responsibilities and privileges of
becoming an adult and relate this
to the Jewish coming-of-age
celebration, called Bar Mitzvah.
Share own experiences of becoming
received into a community and/or making
religious commitments
To consider concept of ‘adulthood’.
Use the attached power point resource to
teach about Bar Mitzvah. Bar Mitzvah (Son
of the Commandment) is celebrated when a
boy reaches the age of 13 and Bat Mitzvah
(Daughter of the Commandment) and is
celebrated when a girl reaches the age of 12.
Both girls and boys are then obliged to keep
the Commandments.
Thought shower the positive and negative
aspects of ‘coming of age’ in Judaism.
Consider the feelings of someone about to
experience Bar Mitzvah/ Bat Mitzvah.
Compare with own experiences of becoming
received into a community/coming of age/
making religious commitments.
Draft revision SDBE units of work with I can statements 2008
Bar Mitzvah power point presentation
attached to this unit on website, with
thanks to Sarah Mason.
THE JEWISH WAY OF LIFE
KEY STAGE 2
Lesson
6
AT1
I Can Assessment Statements:
AT1 (B) PRACTICES AND WAYS OF
LIFE
LEVEL3: Identify some similarities and
differences between Christianity and
Judaism.
LEVEL4: Explain some differences and
similarities between belonging to the
Christian faith and belonging to the
Jewish faith.
LEVEL4: Describe the ways in which
the Torah is used and valued at home
and in the synagogue.
Give opportunity for pupils to review their
learning about the Jewish way of life. Revisit the
questions posed at the start of this unit. Evaluate
the value of visiting the synagogue and what
pupils would like to do/find out next time.
Encourage pupils to assess themselves against
attainment target 2 statements and prepare oral
or written reports.
AT2
AT2 (A) IDENTITY AND BELONGING
LEVEL3: Compare what I learnt about
an aspect of the Jewish way of life (e.g.
Shabbat, Bar Mitzvah,) with things that
influence what I think and say and do.
LEVEL4: Say what challenges me
about the Jewish way of life and what I
have learnt from it for my own life.
LEVEL5: Report on what it is like to be
a committed member of the Jewish
faith (locally) and comment on those
aspects which inspire or challenge me.
Draft revision SDBE units of work with I can statements 2008
THE JEWISH WAY OF LIFE
KEY STAGE 2
Draft revision SDBE units of work with I can statements 2008