Year: 1/2 Religious Question: RQ10 How is belief expressed? Key Stage Question: What do Jews do, use and wear in their homes and their special buildings? Teaching Time – Approx 6 hours Prior Learning: QCA Links: Ways of Working: 1E How do Jewish people express their beliefs in Special Homes, Special Places, Special Clothes, practice? Special Signs and Symbols, Special Food, Special Days and Times Principal Focus Key Concepts in the agreed syllabus Beliefs, Religious Lifestyle, The Symbolic, Guidance AT1 Key Values in the agreed syllabus Understand the significance of Shabbat to Jews. Understand the importance of Moses A willingness to explore enthusiastically and in a positive manner as a leader. Know the symbolism of each item on the Seder plate. Know that Jews their own and other peoples beliefs and traditions. believe in one God and that this is reflected in the importance of the Mezuzah and Skills in the agreed syllabus Shema. Interpretation/application AT2 Communication/sharing Reflect on pattern of own week – Work days and rest days Sensitivity/Empathy Reflect on matters of personal importance and ways in which we remember them. Expectations Most children will know that Shabbat is the Jewish day of rest and prayer which happens weekly. They will know about some of the routines and rituals that accompany the Shabbat. They will know about the importance of Moses and the symbolism of the Seder plate. They will have reflected on similarities and differences between Shabbat and their own weekday/weekend pattern. They will have reflected on ways to remember what is important to them and will be able to relate this to the Mezuzah. Some children will have made less progress. They will know that Jewish people hold the Shabbat every week and be able to recall some things that Jewish families do at Shabbat. They will know the key episodes from the story of Moses. They will know what a Seder plate is used for. They will know what a mezuzah is and what is inside. Some children will have made more progress. They will understand the importance of Shabbat to Jews in relation to their own and others’ weekly routines. They will be able to comment on qualities that made Moses a great leader. They will be able to explain the symbolism of each item on the Seder plate and relate it to the story of Moses. They will have reflected on what is most important to them and understand the significance of the Mezuzah in this light. Resources Vocabulary Other Curriculum Links Video: Jew ICT – Internet, CDROM, Word processing Rooted – Channel 5 Judaism Literacy – Non fiction reading, letter writing Pathways to Belief - BBC Shabbat Drama – Role play, Freeze frames Jewish artefacts – Seder plate, Mezuzah, prayer Seder Art and Design – collage shawl, skullcap, Mezuzah Shema Supplementary Question: What is the pattern of my week? RE Focus and specific Key Learning Objective(s) Further Questions Learning Activities Statement referring to Agreed Syllabus Reflect on own experiences What is the difference between Sing ‘Each Day Different’ (Harlequin) of special days and the weekdays and weekends? (Activities, Talk in circle time about how we spend our pattern of the week (Work/ clothes, activities, pattern of the day) weekdays and weekends. school and rest/leisure days). Which days are for work and which Make a zigzag book of days of the week are for rest? showing what we do on each day as a picture and caption. What is my favourite weekend activity? Supplementary Question: What does the Shabbat mean to Jews? C2 Know that Jews have a What is the Shabbat? Explain that Shabbat is a special day when D1 distinctive pattern to the When does it begin? Jewish people think about God D2 week, which is reflected in Watch video (Rooted – channel 5, or BBC – their lifestyle. How long does it last? Pathways to Belief, showing Shabbat What happens at Shabbat? through the eyes of a Jewish child. Make class or individual mind maps/spider- grams of what makes Shabbat special (routine, special prayers, candles, special blessings, bread and wine, rest from work, family time.) Build up a picture glossary of Shabbat artefacts and key words with captions supplied by children using ICT Supplementary Question: Why was Moses a leader? RE Focus and specific Key Learning Objective(s) Further Questions Learning Activities Statement referring to Agreed Syllabus E3 To know key events from the What qualities make a good leader? Watch ‘Prince of Egypt’ (Dreamworks) or read story of Moses and the Why was Moses a good leader? the story of the Exodus Exodus Discuss people we know who are leaders. How did Moses feel when he saw the What qualities make a good leader? burning bush? Why did he take his Talk about what qualities made Moses a shoes off? What was the writer of leader the story trying to say about what God is like? Drama – Role play or freeze frame tableaux from the story Share the story in song form Supplementary Question: What is the significance of the Seder plate and each of the items on it? To know the significance of What items go on a Seder plate? Write to a synagogue or a Jewish family C2 each item on the Seder plate What is the meaning of each item? asking about the Seder D1 o Bread Use Internet or CDROM to find information D2 o Egg How do the items on the Seder link about the Seder to the Story of Moses? o Bitter herbs Make a collage of the Seder plate and o Salt water display with captions/labels explaining the o Charoset significance of each item. o Parsley o Shank bone of lamb Supplementary Question: What is a Mezuzah? RE Focus and specific Key Learning Objective(s) Further Questions Learning Activities Statement referring to Agreed Syllabus C2 Understand that the Jewish What is a Mezuzah and why is it Show the children a Mezuzah and open the D1 symbol of the Mezuzah important to Jews? scroll containing the Shema contains a Key Belief What is the Shema? Explain that the Shema is a very important Jewish prayer, that says that Jews believe in What do Jews believe? one God How do I remember the things that Demonstrate how the Shema is attached to are important to me? the doorpost. Talk about things we all do to remember something very important in our lives. Write our own special thoughts or prayers and display them all around the classroom door. Supplementary Question: What have we learned about the special ways Jews express their beliefs? D2 Reflect on what has been What special things do Jews do at Class circle time/discussion. learned about Jewish belief and home to show their beliefs? o Recap on our ‘learning journey’ about practice. How have we become better people Judaism Reinforce positive messages, by learning about Jewish beliefs? o Share photos and examples of work respect and understanding (Respect, understanding, valuing we have done about Jewish beliefs and others beliefs.) o Share reflections on how we have practices. learned to respect and value.