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KEY STAGE
2
OSU TITLE: WHAT DOES IT MEAN TO BE A JEW?
JUDAISM
5-6 HOURS
WHAT’S THE ‘PURPOSE OF THIS UNIT?
It is the intention of this unit to build on the aspects of Judaism previously covered by looking at the idea of being a people, chosen to show what
God is like. Pupils will develop a deeper understanding of religious writings, and reflect on what it might mean to be a Jew. It is recommended that
this unit is used only after the compulsory unit “How can a synagogue help us to understand the Jewish faith?” has been studied.
CORE KNOWLEDGE
LEARNING ABOUT RELIGION which includes:
LEARNING FROM RELIGION which includes:
knowing about and understanding beliefs, teachings & sources;
expressing ideas and insights into questions of identity, diversity &
Pupils should learn:
practices & ways of life; ways of expressing meaning
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belonging; meaning, purpose & truth; values & commitments
SUCCESS CRITERIA:
SUCCESS CRITERIA:
that Judaism has its origins in and
around the land of Israel
that Jews believe in one God who is
creator and carer
that Jews believe they are descendants of
Abraham, chosen by God to show what
he is like
that Abraham, Moses & David are
important figures in the Jewish faith
All pupils will be able to:
 suggest what impact the shema or a part of the Torah /
Tenakh might have on a Jew’s life (L3)
 make links between Jewish stories / texts and Jewish
beliefs (L3)
All pupils will be able to:
 compare their ideas with those of others (L3)
 ask questions about how Jewish beliefs make a
difference to how they live their lives (L3)
Most pupils should be able to:
 explain why the shema is so important to Jews (L4)
 describe the key beliefs and teachings of Judaism, and
the impact they have on the lives of Jews (L4)
Most pupils should be able to:
 describe what difference being ‘chosen’ might make –
for themselves and for Jews (L4)
 describe what influences their decisions and compare
with what influences Jews (L4)
the significance of the Shema as a core
statement of belief
Some pupils might be able to:
 explain how the Jewish belief in one God might be
compared to the key beliefs of other religions (L5)
 explain how the guidance included in the Tenakh
impacts on the beliefs and practices of individuals and
communities (L5)
Some pupils might be able to:
 explain the impact of being a ‘chosen people’ to Jewish
identity (L5)
 describe the challenges of commitment for Abraham
and modern day Jews (L5)
that Jews believe the Torah is law,
teaching and guidance
 that the Torah is part of the Tenakh**
POSSIBLE LEARNING JOURNEY:
Engage: Which relationships are significant to you?
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Children describe relationships that are the most significant in their lives e.g. parents, siblings, friends. How are they similar to / different from each other?
Look at different relationships that exist between people (child/parent, teacher/pupil, patient/doctor, criminal/judge). Discuss how Jews believe that they have a relationship with
God that contains elements of these but is unique and special to them.
Enquire and Explore: Who are the ‘Jews’?
On big paper, gather children’s questions / comments about their knowledge of Judaism from other units of study.
 Investigate stories about the founders and leaders of Judaism and focus especially on the idea of being ‘chosen’ e.g. the promises given by God to Abraham in Genesis; Moses, the
Exodus and the giving of the Torah on Mount Sinai; how God chose David to be king. Find out which of the sections of the Tenakh the stories would be found in. What can children
find out about Jewish belief from each story, and what might be the challenges of living as a Jew in each case?
 Examine extracts from the Torah (the five books of Moses - Genesis, Exodus, Leviticus, Numbers, Deuteronomy) and talk about how they might impact on how a Jew might try to
live his or her life (e.g. Genesis 2 v 1-3 (Sabbath) 10 Commandments, Exodus 23 v 2 (fairness), Leviticus 11v9-11 (food law), Numbers 15 v 37-39 (tassels on clothing),
Deuteronomy 6 v4-9 (Shema).
 Consider how the Torah (the law – Genesis, Exodus, Leviticus, Numbers, Deuteronomy) makes up part of the wider Jewish holy writings called the Tenakh, which also includes the
GUILDFORD DIOCESAN GUIDELINES FOR R.E. – Optional Study Unit
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Neviim (prophets e.g. Joshua, Samuel, Jeremiah), and Ketuvim (the psalms and proverbs, as well as books such as Job and Ecclesiastes). Look at examples, discuss how they
might be significant & consider what they show about Jewish belief.
Investigate items of clothing connected with Jewish identify e.g. tefillin / kippah / tzit-tzit and find out what these signify.
Interview a Jewish visitor about the things that are most important to them or read excerpts from Anne Franks’ diary / Judith Kerr’s ‘When Hitler Stole Pink Rabbit’ and make notes
on what can be learnt about Jewish identity from these sources.
Evaluate: Does being ‘chosen’ make a difference?
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Share experiences of being ‘chosen’ for a specific purpose.
Class discussion: Does being chosen make it easier to complete the task? What impact might the idea of being ‘chosen’ (to show what God is like) have on Jewish identity?
Express: What makes somebody Jewish?
Pupils could...
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Draw a large Magen David (Star of David) and choose the six most important facts about the Jewish faith to write in each of the points. Compare individual versions with a partner /
group, and negotiate / debate what you would choose to go onto a joint version to present to the class.
 Which object? You’re only allowed to show someone one Jewish artefact. Which would you choose as the most significant? Write a paragraph explaining your choice.
 Put on a ‘Jewish way of life’ exhibition, with pupils contributing key information, pictures and artefacts about Judaism. Prepare what you would say as a tour guide at each
different part.
 Use different formats (e.g. spider diagram, “lift the flap” poster, scroll, mini book) to present what they have learned in answer to the question “What does it mean to be a Jew?”
Give a selection of key vocabulary you would expect to be included. More able pupils should be expected to make reference to key similarities / differences to other religions.
SKILLS TO BE DEVELOPED BY THIS UNIT
Pupils should demonstrate progression by:
 Reflecting on the concept of being a chosen
people or how Jews feel about the shema /
Torah
 Empathising by considering how individuals
may feel in the synagogue or the challenges
of showing commitment to a faith
 Investigating by gathering evidence for
beliefs represented by Jewish stories,
symbols & objects
 Interpreting by suggesting what it means for
Jews to have been “chosen” by God
 Analysing the difference between Jewish
and Christian beliefs about “one God”
 Synthesising by linking beliefs with stories,
actions and objects
 Applying by making connections between
beliefs about being chosen and identity for
Jews
 Expressing by responding to the question
‘What does it mean to be a Jew’ in various
ways
KEY VOCABULARY
relationship
chosen
covenant
Abraham
Magen David
Isaac
Jacob
Moses
David
Torah / Tenakh
EVIDENCE OF PUPILPROGRESS
shema
mezuzah
tefillin
tallit
tzit-tzit
 Learning about religions: gathering evidence from different sources
e.g. Torah / Tenakh, artefacts, visitors, photos etc.; describing key
belief s and practices, and their impact on individuals and communities
 Learning from religion: considering aspects of their own & Jewish
identity, including the concept of being ‘chosen’
LINKS WITH OTHER UNITS ACROSS KEY STAGES
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KS1 units – ‘What is the Torah and why is it important?’; ‘Why do Jewish families celebrate Shabbat?’; ‘OSU: Why do Jewish families
celebrate Hanukkah?’
KS2 units – ‘What are important times for Jews?’; ‘How can a synagogue help us to understand the Jewish faith?’
Surrey Agreed Syllabus KS3 units – ‘How important is community for Jews?’; ‘How important is home and tradition for Jews? ’
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POINTS TO NOTE / BACKGROÚND KNOWLEDGE
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This unit’s success criteria are specified for levels 3-5. If you have pupils not yet working at level 3, then use the alternative
assessment grid. For pupils to achieve at level 5, the expectation is that they will need to make connections across their learning in
RE, and explain not only links between Christianity & Judaism, but also the diversity of beliefs about God.
Abraham became the father of the Jewish faith by worshipping and entering into a covenant with one God. In their daily prayers,
Jews call themselves ‘children of Abraham’ & they call their nation ‘Israel’ because God renamed Jacob ‘Israel’
**The Torah is part of the ‘Tenakh’, which also includes the Nevi’im (prophets e.g. Joshua, Samuel, Jeremiah), and Ketuvim (the
psalms and proverbs, as well as books such as Job and Ecclesiastes)
Within the central beliefs of Judaism is the idea of being chosen by God to show his nature. This is expressed throughout the Torah,
but most specifically in Deuteronomy 7 v 6 and Deuteronomy 7 v 7-8. Integral to this belief is the perception that they alone know the
truth of the existence of one God, what they see as true monotheism as opposed to the Trinitarian belief of Christianity. As a result
of this special relationship with God there is the obligation to keep the religious laws and practices stated in the Torah, such as those
concerned with food and cleanliness. Kosher food laws should not have a big focus in this unit, as there will be further study at KS3.
The current situation in the Middle East is complex. Part of Jewish identity is tied into the land of Israel, and is an emotive issue.
Some Jews would consider themselves Jewish in the same way that we might call ourselves British, while others would consider
themselves to be ‘religious’ Jews.
‘The Jewish Way of Life’ resources would be useful for this unit, and can be viewed on www.reonline.org.uk/specials/jwol/
GUILDFORD DIOCESAN GUIDELINES FOR R.E. – Optional Study Unit
Assessment sheet for RE
OSU: What does it mean to be a Jew? (levels 3-5)
LEARNING FROM RELIGION
‘expressing ideas and
insights’
LEARNING ABOUT RELIGION
‘knowing about and
understanding’
Some pupils will have not made
so much progress and will be
able to:
Most pupils will be able to:
 suggest what impact the shema or a part
of the Torah / Tenakh might have on a
Jew’s life (L3) and / or
 make links between Jewish stories / texts
and Jewish beliefs (L3)

Names:
Names:



compare their ideas with those of others
(L3) and / or
ask questions about how Jewish beliefs
make a difference to how they live their
lives (L3)
Names:


Year:
Some pupils may have
progressed further and will be
able to:
explain why the shema is so important to  explain how the Jewish belief in one God
Jews (L4) and / or
might be compared to the key beliefs of
other religions (L5) and / or
describe the key beliefs and teachings of
Judaism, and the impact they have on
 explain how the guidance included in the
the lives of Jews (L4)
Tenakh impacts on the beliefs and
practices of individuals and communities
(L5)
Names:
describe what difference being ‘chosen’

might make – for themselves and for
Jews (L4) and / or
describe what influences their decisions 
and compare with what influences Jews
(L4)
Names:
explain the impact of being a ‘chosen
people’ to Jewish identity (L5) and /
or
describe the challenges of commitment
for Abraham and modern day Jews (L5)
Names:
GUILDFORD DIOCESAN GUIDELINES FOR R.E. – Optional Study Unit
Assessment sheet for RE
OSU: What does it mean to be a Jew? (levels 2-4)
LEARNING FROM RELIGION
‘expressing ideas and
insights’
LEARNING ABOUT RELIGION
‘knowing about and
understanding’
Some pupils will have not made
so much progress and will be
able to:

Most pupils will be able to:
Some pupils may have
progressed further and will be
able to:
 suggest what impact the shema or a part
of the Torah / Tenakh might have on a
Jew’s life (L3) and / or
 make links between Jewish stories / texts
and Jewish beliefs (L3)

Names:
Names:
Names:
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


retell a story from the Torah / Tenakh
(L2)
and / or
suggest meanings for Jewish stories
(L2)
talk about what they value, and give a
reason why Jews may value the words
of the Torah / Tenakh (L2)
Names:

compare their ideas with those of others
(L3) and / or
ask questions about how Jewish beliefs
make a difference to how they live their
lives (L3)
Names:
Year:


explain why the shema is so important to
Jews (L4) and / or
describe the key beliefs and teachings of
Judaism, and the impact they have on
the lives of Jews (L4)
describe what difference being ‘chosen’
might make – for themselves and for
Jews (L4) and / or
describe what influences their decisions
and compare with what influences Jews
(L4)
Names:
GUILDFORD DIOCESAN GUIDELINES FOR R.E. – Optional Study Unit