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Download THE JEWISH WAY OF LIFE KEY STAGE 2 SUGGESTED
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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 v v v v v v v v v v v v 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