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Judaism Part 2
Unit 5 Title: The Jewish Bible
Year:
What this unit contains
The Torah is part of the Jewish Bible. Types of writings in the Jewish Bible. The Ten Commandments - focus on
the first 4; Story of David and Goliath; Psalms; proverbs.
Study of the Torah.
The festival of Simchat Torah.
Where the unit fits and
how it builds upon
previous learning
This unit build upon work covered in all 4 previous units of Judaism 1 and 2 and is the final Judaism unit for the
Primary phase.
Extension activities and
further thinking
 Pupils might consider books that have special significance in their own lives and those of others in the school
community.
 Pupils could look at other Psalms, e.g. 66; 100; 121.
It extends the work on the giving of the law in Unit 4 and so units 4 and 5 need to be taught in close proximity.
Vocabulary
Bible
Jewish
Torah
respect
SMSC/Citizenship
Mantle
scroll
scribe
Simchat
Torah
Psalm
Commandment
law
proverb
David
Goliath
Southwark Education Agreed Syllabus for Religious Education
 Sources of authority in different parts of the community.
 Rules and laws by which people live
 The concept of a sacred text
Information sheet
Page: 1
Judaism Part 2
Unit 5 Title: The Jewish Bible
Year:
Unit 5 Session 1
Learning objectives
Pupils should:
 know about books
that have authority
in people's lives;
A
T
1
√
 know that the Torah
is only part of the
Jewish Bible;
 know that the
Jewish Bible
contains laws by
which Jews are
expected to live.
A
T
2
Focus for assessment
Recall what has already been covered about the
Torah. Explain that this is only part of the whole
'Jewish Bible'. If this unit is taught e in years 5 or 6
you could introduce pupils to the name for the
Jewish Bible- the Tenakh.
√
√
Suggested teaching activities
√
√
Talk about books that are important to members of
the class and why. Encourage pupils to consider the
difference between a book that is a 'good story' or a
'useful reference' and a book which 'has authority'.
You could link to secular examples e.g. the Highway
Code.
Sensitivities, points to
note, resources
Resources
First 4 Commandments
sheet
http://www.holidays.net/sh
avuot/ten.htm
http://jewish.com/holidays/
ten.shtml
Highway Code
Recall what has already been learned about the Ten
Commandments. Explain that the first 4 set out how
Jews should behave towards God. Look at the Ten
Commandments Sheet and discuss what these
mean to Jewish people, i.e. One God - no idols - no
swearing or blasphemy - day of rest.
What is an idol - when is swearing blasphemy?
Recall what is known about a day of rest linking to
Shabbat and beliefs about creation.
√
Record which commandment each pupil thinks is
hardest to keep and why.
Southwark Education Agreed Syllabus for Religious Education
Information sheet
Page: 2
Judaism Part 2
Unit 5 Title: The Jewish Bible
Year:
Unit 5 Session 2
Learning objectives
Pupils should:
 Know some of the
other rules followed
by Jewish people.
A
T
1
A
T
2
√
√
√
Suggested teaching activities
Focus for assessment
Sensitivities, points to
note, resources
Recall laws from previous units: Ten
Commandments; Kashrut (kosher); Shabbat rules;
rules for animals.
Resources
Tallit - Prayer shawl.
Drawing materials.
Discuss why rules are needed in school / in the
country / in the world.
Rules from previous units
summarised for pupils as
necessary.
Show pupils a Tallit (prayer shawl) and point out the
tassels. Explain that these follow one of 613 rules
that Jews are expected to follow - all of which are
written in the Jewish Bible.
√
√
Considering some of the good reasons for rules they
have found out about. Draw the prayer shawl and
on their drawing write:
a) rules that they know that Jews are expected to
keep;
b) 2 good rules that they feel everyone should
keep.
Southwark Education Agreed Syllabus for Religious Education
Information sheet
Page: 3
Judaism Part 2
Unit 5 Title: The Jewish Bible
Year:
Unit 5 Session 3
Learning objectives
Pupils should:
 know that the
Jewish Bible
contains more
books than those in
the Torah;
A
T
1
A
T
2
Suggested teaching activities
Focus for assessment
Discuss an anthology as a collection of stories /
poems etc. Recap what the Jewish special books
contain:
a) History stories, e.g. creation, story of Moses;
b) Rules, e.g. the Ten Commandments, rules of
Kashrut.
√
√
Introduce the story of David and Goliath, a story not
found in the Torah. (it is about history after the
Torah)Tell or read the story. What is surprising in it?
 know the story of
David and Goliath.
√
√
Talk about the roles played by different people in the
story, link to roles of members of the community even the smallest has an important contribution to
make. Discuss bullying in the story and relate to
bullying in school.
√
Consider David's qualities. Talk about what made
David courageous in a time of real danger? Link to
his faith in God and his desire to save his country.
√
Create the script for a radio interview with David or a
newspaper article - 'The fall of Goliath!'
√
Sensitivities, points to
note, resources
Resources
Book
Re-Tell Stories Vol 1
South London Multifaith &
Multicultural Resources
Centre.
Story of David and
Goliath.
Flag of Israel.
http://www.virtualchurch.o
rg/david.htm
Link David to the flag of Israel - the Star of David.
Explain that he grew up to be the King of Israel and
some say he had this symbol on his shield.
Southwark Education Agreed Syllabus for Religious Education
Information sheet
Page: 4
Judaism Part 2
Unit 5 Title: The Jewish Bible
Year:
Unit 5 Session 4
Learning objectives
Pupils should:
 know that the
Jewish Bible
contains more
books than those in
the Torah;
 know that the
Psalms are songs
or hymns;
A
T
1
A
T
2
Suggested teaching activities
√
Recap work from previous lesson.
√
Introduce Psalm 23 as one written by David.
Take the class through the words of Psalm 23 and
the modern version of the psalm and then
individually or in pairs pupils should complete the
question sheet.
Focus for assessment
Sensitivities, points to
note, resources
Resources
Psalm 23 – 2 versions.
Psalm 23 question sheet.
http://www.interviewwithg
od.com/psalm23.htm
http://www.essex1.com/pe
ople/paul/psalm23.html
Feedback to the class.
 know Psalm 23 is a
Psalm traditionally
though to be written
by King David.
Southwark Education Agreed Syllabus for Religious Education
Information sheet
Page: 5
Judaism Part 2
Unit 5 Title: The Jewish Bible
Year:
Unit 5 Session 5
Learning objectives
Pupils should:
 know that the
Jewish Bible
contains more
books than those in
the Torah;
A
T
1
A
T
2
Suggested teaching activities
√
Recap knowledge of types of literature found in the
Jewish Bible.
√
Read a proverb and ask how it is different from a
Psalm – Psalms are poems which are often sung,
proverbs are wise sayings.
 know that proverbs
are sayings that
contain meaning
and express values.
Focus for assessment
Resources
Examples of proverbs
(select those most useful
for your class).
Chapters / verses
Proverbs 3:5
Proverbs 10:1
Proverbs 10:4
Proverbs 13:20
Proverbs 12:18
Discuss other examples- e.g.:
‘Look before you leap’
‘Don’t count your chickens before they hatch.’
Discuss the meanings and the ‘advice’ they give
people.
√
Sensitivities, points to
note, resources
Take some examples from proverbs, then start with
opposites such as:
 love/hate;
 wise man / foolish man;
 truth/ lies;
 hardworking/lazy.
Using such a pair make up your own proverbs.
Southwark Education Agreed Syllabus for Religious Education
Information sheet
Page: 6
Judaism Part 2
Unit 5 Title: The Jewish Bible
Year:
Unit 5 Session 6
Learning objectives
A
T
1
A
T
2
Suggested teaching activities
Focus for assessment
Discuss what it is like to not be thanked for a gift or a
kind deed. As a class agree one / two reasons why it
is important to say thank you.
Level 2Attainment target 1
Pupils use religious words & phrases to
identify some features of religion &
importance for some people. Pupils
suggest meanings for religious actions
& symbols.
Attainment target 2
Pupils respond sensitively to questions
about their own and others’ experiences
and feelings.
Sensitivities, points
to note, resources
Assessment Levels
Pupils should:
 know that the Torah
is seen as a
precious gift which
is celebrated in the
synagogue and at
the festival of
Simchat Torah;
 know the
importance and
value of expressing
gratitude.
√
√
Explain that the Jews thank God for giving them the
Torah during a festival called Simchat Torah.
√
Explain that sections of the Torah are read every
week in the synagogue and that this takes a full year
to complete - the festival marks the start an end of
the readings.
√
What do people do? Research - (They sing, dance,
wave flags, carry the scrolls around.)
Make a thank you flag for the festival using symbols
and images from previous knowledge.
√
√
Make a personal thank you flag for something in
school and celebrate together.
Assessment task
Explain how the Torah and other Jewish holy books
guide Jewish life and how the festival of Simchat
Torah shows how Jews feel about the Torah.
Southwark Education Agreed Syllabus for Religious Education
Level 3 Attainment target 1
Pupils use a developing religious
vocabulary. They make links between
beliefs & sources, including sacred texts.
They begin to identify the impact religion
has on believers’ lives. They describe
some forms of religious expression.
Attainment target 2
Pupils ask important questions about
religion and beliefs, making links
between their own and others’
responses.
Resources
http://www.uahc.org/ho
lidays/simchat.shtml
http://www.perpetualpr
eschool.com/holiday_t
hemes/jewish/simchat
_torah_art.htm
http://education.cant.a
c.uk/renet/Judaism/sim
.html
Level 4 Attainment target 1
Pupils use a developing religious
vocabulary to describe and show
understanding of sources, practices,
beliefs, ideas, feelings & experiences
They describe the impact of religion on
people’s lives. They suggest meanings
for a range of forms of religious
expression.
Attainment target 2
Pupils suggest answers to questions of
identity, belonging, meaning, purpose,
truth, values & commitment.
Information sheet
Page: 7
Judaism Part 2
Unit 5 Title: The Jewish Bible
Year:
Unit 5 Session 1
Commandments One to Four: How to worship God
First
"I am The Lord your God, Who brought you out of the land of Egypt, out of the house of bondage. You shall have no other gods before Me."
Second
"You shall not make for yourself a graven image, or any likeness of anything that is in heaven above, or that is in the earth beneath, or that is
in the water under the earth; you shall not bow down to them or serve them; for I The Lord your God am a jealous God, visiting the iniquity of
the fathers upon the children to the third and the fourth generation of those who hate Me, but showing steadfast love to thousands of those
who love Me and keep My Commandments."
Third
"You shall not take The Name of The Lord your God in vain; for The Lord will not hold him guiltless who takes His Name in vain."
Fourth
"Remember the Sabbath day, to keep it holy. Six days you shall labor, and do all your work; but the seventh day is a Sabbath to The Lord your
God; in it you shall not do any work, you, or your son, or your daughter, your manservant, or your maidservant, or your cattle, or the sojourner
who is within your gates; for in six days The Lord made heaven and earth, the sea, and all that is in them, and rested the seventh day;
therefore The Lord blessed the Sabbath day and hallowed it."
Southwark Education Agreed Syllabus for Religious Education
Information sheet
Page: 8
Judaism Part 2
Unit 5 Title: The Jewish Bible
Year:
Unit 5 Session 4
Psalm 23
The LORD is my shepherd, I shall not be in want.
He makes me lie down in green pastures,
He leads me beside quiet waters,
He restores my soul.
He guides me in paths of righteousness
for his name's sake.
Even though I walk
through the valley of the shadow of death,
I will fear no evil,
for you are with me;
your rod and your staff,
they comfort me.
You prepare a table before me
in the presence of my enemies.
You anoint my head with oil;
my cup overflows.
Surely goodness and love will follow me
all the days of my life,
and I will dwell in the house of the LORD
forever.
Southwark Education Agreed Syllabus for Religious Education
Information sheet
Page: 9
Judaism Part 2
Unit 5 Title: The Jewish Bible
Year:
Unit 5 Session 4
Psalm 23 questions
Who does David describe as the Shepherd?
Who are the sheep?
Why did David describe God in this way?
How does a shepherd protect the flock?
How does David believe God has protected him?
How does God show him and his enemies that he is being looked after?
What does David believe will happen to him when he dies?
Describe how David feels about God.
Southwark Education Agreed Syllabus for Religious Education
Activity sheet
Page: 10
Judaism Part 1
Unit 2 Title: The Jewish home and celebrations
Year:
Unit 5 Session 4
The LORD is my shepherd!
I will have everything that I need.
A good shepherd takes care of his sheep.
He brings them to rest
in green meadows,
and he leads them to drink
cool water from quiet streams.
God will take care of me just as well.
He shows me the right way to go,
so all the world will see
how good God is.
A good shepherd watches over his sheep.
He reaches out with his staff
and pulls them away from trouble,
and with his rod
he protects them from danger.
So even when things look dark and scary,
I will not be afraid,
because God is with me.
When trouble seems to be all around,
God prepares a feast for me.
I am his special guest,
and his blessings overflow.
His goodness and forgiveness
will be with me all of my life,
and I will live with him forever.
http://www.essex1.com/people/paul/psalm23.html
Southwark Education Agreed Syllabus for Religious Education
Information sheet