RE Planning – Spring Term 2004 – 2nd half



RE Planning – Summer Term 2005 – 1st half

Unit Title: How do Jewish people express their beliefs in practice? 8x1hr Year: 1 & 2

|Religions, Concepts, Skills and attitudes |

|Religions: |Concepts: |Skills: |Attitudes: |

|Judaism |Beliefs |Investigation |Curiosity |

| |Identity |Expression |Commitment |

| |Lifestyles |Interpretation | |

| | |Analysis | |

|Aims and intended learning outcomes |

| | |

|Pupils will be enabled to: |~ so that they can |

| | |

|find out about artefacts used in Judaism and their meaning to believers |explain how Jews live and why |

|learn key beliefs in Judaism |identify things in Jewish peoples lives that matter to them and things in |

| |their own lives that are important. |

|Resources (to be found in maths/RE cupboard): |Texts: |

|Topic bag including poster of boy at his Bar Mitzvah and a family on Shabbat, a mezuzah, |My Jewish Faith |

|kippah, Shabbat story | |

|ALSO a box of resources in NB room: |Video Resources (in NB room): |

|mezuzah and prayer from inside |Seven Keys to Jewish Life |

|Kippah |Aspects of Judaism |

|Tefillin |Water, moon, candle, tree and sword |

|Sabbath pottery set | |

|Sabbath loaf | |

|Tallith Broche | |

|Poster of Shabbat | |

ICT and web resources:

• Pictures of artefacts -

• Judaism for Children website -

Speaking and Listening Opportunities:

• Ask questions about and describe artefacts

• Snowballing discussions – share opinions and thoughts

• Hot seating – pretend to be a Jew.

• Drama – of Shabbat meal

Writing Opportunities:

• Write museum descriptions for artefacts

• Write questions about artefacts

• Write to/email local rabbi

• Poem about Shabbat

Lesson 1 – Special days, Shabbat at the synagogue

Objectives

• To know that Jews have a special day for worship.

• To reflect on how the weekend is different from the week and what makes it special.

Activities

Display the days of the week and order. Ask the children which days are school days and which days are for resting.

Speaking and listening activity – Snowballing. In pairs, share the answers to the following questions:

- How do you spend your weekends?

- What is your favourite weekend activity?

Join with another pair and share answers. Next, find another four children to share your answers with. Try answering for your partner.

Read some of ‘My Jewish Faith’, in topic bag (the bit that talks about the Jew’s special day –til p.11). Ask the children about what you have read – What special activities take place (e.g. prayers, singing)? What special things are used? How do you think Jews feel when they are celebrating a holy day? Tell the children, the Jews special day is on Saturday every week and is called the Shabbat.

AA – Write a letter from themselves to girl in book telling her all about what they do at the weekend and how it is different from the week. Children to also ask her questions in the letter about what she does on her special day (the Shabbat) and why.

A – How is my weekend special? How is the Shabbat special for Jews? – note down any activities that take place on their weekend and on the other side, activities that take place for Jews on Shabbat.

BA – What I do at the weekend.... sheet. Draw something that is special that happens at the weekend for you.

Plenary/Reflection

Ask the children: Why is it important to have times of rest?

Read some of the letters from AA out and note some of the questions. Do the children think they know any of the answers? Tell the children that next week, we’ll find out a bit more about what happens at Shabbat and why.

Outcomes

Children will have reflected on how their weekend is different from the week and will be able to tell me what the Jews special day is called and when it is.

Lesson 2 – Shabbat at home

Objectives

• To know that Shabbat starts on Friday evening and to explain how it begins.

• To be able to explain what is used during the Shabbat meal and why.

Activities

Remind children of previous lesson on special days and that the Jewish special day is Shabbat (or Sabbath in English). Tell the children that their special day comes from the story of creation. Read the story ‘A Day to Rest’ (in topic bag in maths cupboard) and discuss what God did on the 7th day, the commands in the Torah ‘Keep the Sabbath day’ and ‘Remember the Sabbath day’ and relate to Jews special day.

Tell the children the day begins on Friday evening at sunset when the mum of the family lights two candles. Prepare 2 candles (from topic bag) in the candlesticks (in NB room) and light in front of children. Why do you think they light 2 candles? (to invite the Sabbath into the home – one candle for each of the commands, see above) The mother then covers her eyes in her hands and says a prayer.

After the lighting of the candles, the family will go to the synagogue for a service. Watch video clip of service until reading of the Torah and explain what is happening. (Video – Aspects of Judaism – 5mins in from beginning) Encourage children to ask questions about what they watch – point out the special clothes they are wearing for a future lesson. When service is finished, the family will come home for a special meal.

Lay out in front of the children, the Shabbat pottery set and the bread and let the children watch and think about what you are doing and what the things are for. When all laid out, ask children what they think the pottery is for. Allow children to formulate questions about the artefacts in pairs.

Talk about the pottery set and what each item is for.

Sabbath candlesticks (white) – see above

Kiddush cup – wine – drunk while blessing is said

plate – note Hebrew writing

Challah (bread) – normally 2 leaves to symbolise when God provided double portions of food for the Jews when they were in the wilderness.

spice box –explain that it’s used for spices. smell spices from bottle (in topic bag) and describe. Ask children for suggestions why they have sweet smelling spices.

havdalah candle holder – used at end of Shabbat to mark it finishing.

All – children to draw things used during Shabbat meal and label with descriptions according to ability.

Plenary

Hot-seat a child who pretends they celebrate the Shabbat. Other children ask them questions about what they use and why.

Outcomes

Children know that Shabbat starts on Friday evening and can explain how it begins. They can explain what is used during the Shabbat meal and why.

Lesson 3 – Shabbat regulations and Havdalah

Objectives

• To know that Jews abstain from work on Shabbat because of God’s command.

• To reflect on what rest means for us and to think about how we relax.

Activities

Re-cap – what do children remember from last week?

Watch video of Shabbat at home (Seven Keys to Jewish Life in NB room – first program at start of tape) and discuss. Note especially the Havdahlah candle symbolising end of Shabbat and spice box wishing family sweet week ahead.

Ask the children for ideas as to what the Jews do on their special day. It is a day of rest so Jews aren’t allowed to work on the Shabbat. What do you think ‘work’ means? What aren’t they allowed to do? Children to suggest some ideas. Why do they not do these things? (following command by God to rest on 7th day)

AA and A – Complete sheet creating rules for a Jew on Shabbat

BA – Design and make poster with one rule for Jews on Shabbat.

Plenary/Reflection

Recap on what the children do at the weekend – How many of these activities would be considered forbidden by the Jews on Shabbat?

Show or tell the children about an object that reminds you of a happy or sad time. Talk about souvenirs – postcards, rock, sea shells. Ask the children to bring in an object that reminds them of something for next lesson.

Outcomes

Children know that Jews abstain from work on Shabbat because of God’s command. They can describe some of the things Jews don’t do on Shabbat and they have reflected on what rest means for them and to think about how they relax.

Lesson 4 – Purpose of artefacts for believers

Objectives

• To know that religious artefacts often symbolise key beliefs

• To identify an object in their own lives which reminds them of something.

Activities

Show or tell the children about an object that reminds you of a happy or sad time. Talk about souvenirs – postcards, rock, seashells... Ask the children to talk about their object that reminds them of something – try concentric circle technique to enable all children to share with all members of the class about their object and what it reminds them of.

All – Record by drawing/writing depending on ability what their object is and what it reminds them of.

Plenary/Reflection

Explain that Jews also have objects that remind them of things. Show children Tallit (shawl - in NB room) and explain for people of the Jewish faith that this has meaning and memory. It reminds them of what they believe. Ask the children what they think it is and explain we’ll be finding out more about it next lesson.

Video – ‘Candle: Judaism’ from Water, Moon, Candle, Tree and Sword (in topic bag) – can the children spot things we have learnt about?

Outcomes

Children have identified an object in their own lives, which reminds them of something. They know that the Jews have things that remind them of what they believe.

Lesson 5 – Tallit and Kippah

Objectives

• To know what special clothes Jews wear and why.

• To reflect on what special clothes we wear, when we wear them and why.

Activities

Look closely at Tallit and note the colour, stripes and the embroidery. The children’s attention should also be drawn to the fringes. Ask the children to describe what the fringes are like.

Why and when they think Jews wear the Tallit? Children to give suggestions.

Tell the children that the Tallit is a prayer shawl and is worn every morning for prayers. It is white with blue or black stripes. The Tzitzit or fringes consist of 8 strands with five knots at the corners. These represent the 613 commandments of the Torah (relate to last session on how objects remind us of things)

Ask the children if they know of anything else that Jews wear? Show Kippah and explain that it is worn by Jewish men as a reminder to the Jews that God is above them.

If appropriate, ask if child would like to pretend and come and wear Tallit and Kippah.

Read story ‘David and His Father’ (in resource sheets with planning).

AA – Complete grid – what do Jews wear and why?

A – ‘Special clothes for Jews’ - note down key things about what Jews wear and why including names, descriptions of things, wear worn on body, around picture of artefacts.

BA – ‘Special clothes for Jews’ – name the two pieces of clothing Jews wear.

Plenary/Reflection

Think about clothes we wear that are special. When do we wear them? Why? For example, party dresses....

Outcomes

Children can describe what special clothes Jews wear and why. They have reflected on what special clothes they wear and can talk about when and why they wear them.

Lesson 6 – Mezuzah

Objectives

• To know that the Jewish symbol of the Mezuzah contains a key belief.

• To be able to explain that the Jews believe in one God.

• To reflect on things that are important to them and how they remember them.

Activities

Show the children a knot tied in a handkerchief. Ask the children why they think you have a knot in your handkerchief (you needed to remember something).

How else do we remember things that are important? Children to suggest things we might have or do that remind us of something important e.g. write it down, learn by heart...

Tell the children that the Jews have something that is very important to them. It is a prayer called the Shema:

“Hear O Israel, The Lord is our God. The Lord is one. Love the Lord your God with all your heart, and with all your soul and with all your might. These words that I command you today shall be upon your heart.”

What does this prayer tell us about what Jews believe?

How do you think the Jews remember this prayer? Take suggestions.

Show children Mezuzah and read p.11-17 from ‘My Jewish Life’ to explain it. Show transcript of Shema (in NB classroom). The real Shema is too special to be touched except by the scribe. However, Jews can touch the Mezuzah and it is Jewish custom to touch it every time they pass and then kiss their fingers as a mark of respect. Demonstrate by fixing Mezuzah to classroom door and pretending to enter through doorway.

All – Make and decorate a bookmark and write on it something that is important to you that you want to remember.

Plenary/Reflection

Look at bookmarks and discuss what children have written on them and why it is important to them.

Outcomes

Children can identify the Mezuzah and explain its purpose. They can tell me that Jews believe in one God.

Lesson 7 – Tefillin

Objectives

• To know that Jewish men wear Tefillin to follow God’s command.

• To reflect on how they remember things and compare this with how the Jews remember things.

Activities

Re-cap last session and how Jews remember Shema (special prayer). There is something else they do to remember the Shema. Show children Tefillin boxes (in NB classroom). Children to explore Tefillin by asking questions, touching etc....

Ask the children how they think these are used to help Jews remember Shema. Take suggestions. Explain that the Tefillin contain the Shema. They are worn by Jewish men for morning prayer every day except the Sabbath. They are fastened to the forehead and upper left arm with leather straps.

Watch video and see if children can find out WHY Tefillin are worn by Jews. (Video – Seven Keys to Jewish Life – 32 mins from beginning – in NB room)

AA and A – Draw or write how you remember things. On bottom of sheet, draw or write how the Jews remember things.

BA – sketch Tefillin and Mezuzah

Plenary/Reflection

Can children remember what Jews believe? Can they say the Shema?

Outcomes

Children know that Jewish men wear Tefillin to follow God’s command and have reflected on how they remember things and compared this with how the Jews remember things.

Lesson 8 – Assessment

*** Please collect 3 pieces of this work from this lesson for work sampling. Include annotated ‘can do’ statements for children and make notes on end of unit summary sheet. ***

Objectives

• To be able to recall facts about Jewish belief and practice.

• To explain why Jewish people keep these customs.

Activities

Re-cap briefly what children have covered over topic. Sit in circle and pass thinking bear round – children to tell you one thing they have learnt over the topic when they have the bear.

All – Probably best done in groups:

• Have selection of artefacts on table – Kippah, mezuzah, tefillin, Shabbat pottery set, spice box, havdahlah candlestick etc...

• Children to set up mini museum and write cards for each artefact explaining what they are and how, when and why they are used. Could also be done in form of leaflet.

• BA children could be guide in museum and describe what things are onto tape.

Outcomes

Children have recalled key features from topic as part of assessment.

Assessment Opportunities

Teachers might assess this work by setting a task like this...

• Providing artefacts from the topic and asking the children to set up museum with explanations about artefacts.

Pupils who can work at level 1 will recount elements from creation story. They will recognise religious artefacts and use their senses to explore and ask questions about what the see and hear. They will say what is important in their own lives and respond to things they find interesting.

Pupils who can work at level 2 will identify some religious ideas behind stories they hear. They will identify and name religious artefacts and describe what meanings there are behind the artefacts. They will describe feelings they share with others and identify some experiences which cause people to wonder. They will identify what is of concern to others.

Pupils who can work at level 3 will make connections between key stories such as creation and the beliefs and practices which developed from them e.g. Shabbat. They will describe how some of the key features of Judaism are used in Jewish practices and make links between religious symbols and the beliefs or ideas that underlie them.

Level 1

AT1

• I can talk about how to weekend is different to a week day.

• I can tell you that Jews have a special day.

• I can remember some things about the story of creation.

• I can recognise some things Jews use.

AT2

• I can talk about something special I have and what it reminds me of.

• I can talk about something that is important to me.

Level 2

AT1

• I can tell you what the Jews believe.

• I can name some of the things Jews use in their lives

• I can describe what Jews do on Shabbat.

• I can explain why male Jews wear a kippah and a tallit.

AT2

• I can talk about a time I want to remember and how I remember it.

• I can describe what is important to a Jew.

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