Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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