Download THE JEWISH WAY OF LIFE KEY STAGE 2 SUGGESTED

THE JEWISH WAY OF LIFE
KEY STAGE 2
SUGGESTED ASSESSMENT FOCUS
AT1 Show understanding of what it means to be a practicing Jew.
AT2 Ask questions and suggest answers about the lifestyle of a practising Jew.
LEARNING OBJECTIVES
Lesson
1
AT2
To appreciate the value of belonging to a
faith community
AT2
To know the importance of home &
family in Judaism
AT1
To know how Shabbat is celebrated in a
Jewish home
AT2
Lesson
2
AT1
AT1
AT2
To know that Jews believe in one God
who is the Creator & cares for all people
To know the significance of the mezuzah
in the Jewish home
ACTIVITIES
RESOURCES
Decide the types of people who would
make up an ideal community. Consider
ways in which weak members could be
supported by stronger ones in a community
Introduce vocabulary from video notes.
Show section 1 of programme 3 Family &
section 4 of programme 1 Shabbat. Talk
about the importance of having a time in
the week for rest & enjoying family life.
Explore the symbolism of the artefacts
used at Shabbat. Draw a picture of a
Jewish woman lighting the candles,
underneath write a thought for the day or a
reflection. Begin ‘Blessed are you Lord
God, Ruler of the Universe…..’.
http://stschool.eduweb.co.uk/carolrb/judaism
Programme 1 God, sections 1 & 2. Read
the Shema - the statement of belief that
gives Jews a daily command. Make a list
of the different mitzvoth in the Shema.
How easy is it for a Jew to obey each one?
Discuss the importance of remembering
God when Jews come in and out of their
homes. Make a mezuzah. Copy Deut.6:
vv4-5 on a scroll to insert in mezuzah.
What signs are in your school that help
people to know it is a church school? Do
pupils have any religious signs in their
homes?
Judaism within for Key Stages 1 & 2 SDBE
1995
Pathways of Belief: Judaism (video)
BBC Education plus teachers’ notes
Teaching RE: Judaism 5-11 CEM pp23-5
Artefacts: candles, wine (juice), bread,
havdalah candle, spices
Religious artefacts in the classroom by Paul
Gateshill & Jan Thompson Pub Hodder &
Stoughton ISBN 0 340 57002 4
Shabbat information sheet
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.)
Lesson
3
AT1
AT2
AT1
Lesson
4
AT2
AT1
AT1
Lesson
5
AT2
AT1
AT2
Find out the names of the books in the
To know that God revealed the Torah to
Torah and that Torah means teaching.
Moses & that it contains practical rules for Show programme 2 The Torah- a guide for
living
life, section 1. Read the account of God
giving Moses the 10 commandments in
Exodus 19- 20. Are any other rules needed
for people to live in harmony? Discuss
why rules are needed in a community –
refer to class/school rules. Write an
eyewitness account of the events at Mount
Sinai in the form of a newspaper report.
Explore the idea of special or holy books,
To understand the work of the scribe
how they are treated, covered & kept.
Show programme2 Torah section 2, the
Sefer Torah. Discover how & where Torah
scrolls are kept in the synagogue. Find out
To know the vocabulary associated with
why an old or damaged scroll is buried in a
The Torah & its place in the synagogue
Jewish cemetery. Look at the Hebrew
alphabet. Pupils could write their names
without using vowels!
To know the traditions of Simchat Torah
See lesson 5 Sukkot unit.
To know that Jews mark stages in life
with special ceremonies
To know about the ceremonies of Bar/Bat
Mitzvah (son or daughter of the
commandment)
Brainstorm times that mark a change from
one stage of life to another – rites of
passage. Are there any ceremonies
presents or parties? Gather information on
the legal age for driving licence, marriage
etc Show video programme 2 Torah,
section 3 – a time of change. Explain the
differences between a Bar & Bat Mitzvah,
decorate the work with Jewish symbols.
Talk about what the responsibilities might
be. Write a poem ‘An adult is….’
Pathways of Belief: Judaism (video)
Artefacts: miniature Torah, yad (pointer)
Bible
Judaism within RE for Key Stages 1&2
SDBE 1995
Video: Moses, Prince of Egypt
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
Sukkot unit SDBE
My Very Own Simchat Torah By J Robbins
Saypol & M Wikler Pub Kar Ben Copies Inc
0930494113.
Pathways of Belief: Judaism: (video
Teaching RE: Judaism pp 26-28
Artefacts: tefillin, tallit (prayer shawl),
kippah (skull cap)
My Jewish Life by A Clark & D Rose Pub
Wayland ISBN 0 7502 1299 3
Growing up in Judaism by J Holm Pub
Longman ISBN 0 582 00284 2
Lesson
6
AT1
AT2
To know the role of the synagogue as a
place for meeting, study and worship
To know the significance of the
everlasting light in the synagogue
To appreciate the importance of the Rabbi
in the Jewish community
Visit a synagogue
Get each pupil to prepare questions to ask
the Rabbi about the Jewish way of life.
Discuss and E-mail Rabbi a composite list
of questions for his preparation prior to the
visit.
Ask for some Hebrew to be spoken or read
from the Torah & for the learnt vocabulary
to be reinforced.
Make a class record of knowledge gained
in the unit.- power point presentation/
display/ book.
Jewish Synagogue by L Rosenberg Pub
A&C Black ISBN 0 7136 5343 4
Make preparations to visit a synagogue
A virtual visit is available on the Surrey
website www.surreysmc.gov.uk/RE
SHABBAT INFORMATION SHEET
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Shabbat is the most significant feature of the Jewish way of life. It is a day of spiritual fulfilment and being together as a family.
Shabbat starts at sunset on Friday afternoons or evenings. All work must be completed by this time for practising Jews.
The table is laid and two candles are lit by the woman of the house. One for ‘remember’ & one for ’keep’. She lights the candles, covers
her eyes and says the prayer fro her family by pronouncing a blessing over the lights. She says ‘Shabbat Shalom’ to her family wishing
them a peaceful Shabbat.
The family (or possibly just the father) goes to the synagogue to recite the evening prayers with songs to welcome Shabbat.
On returning home the father places his hands on the children’s heads, blessing them in the hope they will grow up following the examples
of their forefathers and foremothers of the Torah.
Before the evening meal, Kiddush is sung over the wine sanctifying the Shabbat. After drinking the wine everyone washes their hands and
remains silent until the blessing over the two loaves of Challah bread is made. These loaves have been covered with a Challah cloth
embroidered with Hebrew words and symbols. (Challah represents the portion of dough which was set aside for the priests in the Temple
& the two loaves represent the double portion of manna gathered by the Israelites in the wilderness in readiness for Shabbat.)
The evening meal is a special family meal. The atmosphere is one of warmth and fellowship. After the meal there are often stories, songs
and readings from the Torah.
On Shabbat morning the family goes to the synagogue. Children often attend a service designed for their own age.
After lunch Shabbat activities depend on the daylight. Visits to friends or shared hospitality are usual. In the summer Shabbat ends quite
late, one hour after sunset. In winter the time is shorter.
Shabbat ends with evening prayers. The havdalah ceremony takes place. There are four blessings. The first over the wine – a sweet taste,
the second over spices – a sweet odour, the third over the light to remind us that light was created on the first day of creation, and the
fourth blessing ends by praising God for making a distinction between the holiness of Shabbat and the ordinariness of the rest of the week.
A small goblet with a saucer is filled till it just overflows. A special spice box is passed round for all to smell and a plaited candle is held
up by the youngest person present and is then extinguished in the overflowing wine.
Everyone says ‘Shavuah Tov – Gutt Voch’ (have a good week) and so the build up to the next Shabbat begins.
“Shalom Chaverim, shalom Chaverim, shalom, shalom.
L’hitraot,l’hitraot, shalom, shalom.” Tune Come & Praise 141