Section 1: Beliefs and values 1 Introduction [[Introduction to follow]]
2 Section 1: The oneness of the Almighty as seen in the Shema Lesson plan 1 Lesson outcomes By the end of the lesson: AO1 all students will be able to understand the term Shema all students will be able to understand what is in the Shema and why it is important some students will be able to understand the concept of oneness a few students will be able to understand the significance of the prayer and what it teaches about the Almighty. AO2 all students will be able to give their own opinion, with a supporting reason, about the Shema prayer some students will be able to give reasons for their own opinions and show that they have considered a different opinion a few students will be able to evaluate different points of view showing why they consider their own view to be the right one with reference to the Shema. Resources required Student information sheet Appropriate textbook possibly Examining Four Religions by Michael Keene (ISBN 0 00 322135 0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0 340 519516) Copy of the Shema prayer A mezuzah Recap of previous experience and prior knowledge Students should be familiar with the following. Key words: Shema, omnipresent, hashem, shekinah Specialist language: mezuzah
Starter 3 5 minutes Mind map what the class think are the qualities of the Jewish Almighty, e.g. creator, judge, preserver, king, oneness. Discuss as a group and add other qualities. Main teaching 10 minutes Discuss with the class why Jewish people believe in one God and not several, i.e. monotheism rather than polytheism. What difference does it make? 15 minutes Write out the main section of the Shema and ask students to explain what it means in their own words. 10 minutes Discuss with the class why Jewish people put the prayer on their foreheads and arms and doors. Why do they feel they need to be reminded all the time? 10 minutes Why would most Jewish groups want to continue with this tradition? Why might some non-jews or liberal Jewish families not feel it is necessary? Why do some want to use this prayer on a daily basis while others might not? Plenary 5 minutes Recap on the main things they have learnt today about the Shema and what it means in terms of oneness. Homework 1 week Exam-style questions: 1 Explain why Jewish people would want to use the Shema prayer. (8) 2 Explain what the prayer teaches about the nature of the Almighty. (8) Remind students to use four reasons or at least two developed reasons. Differentiation More able students might like to investigate how the Shema is used in other Jewish worship and rituals. Other students might like to draw up a revision sheet based on the 5 Ws idea What is it? When do Jewish people use it? Why is it important? Where might you find it? Which Jewish groups might think it is less important?
4 Section 1: The holiness of the Almighty (Leviticus 19:1, 22:31 33) Lesson plan 2 Lesson outcomes By the end of the lesson: AO1 all students will be able to understand the term holiness all students will be able to understand why the Almighty is seen as holy some students will be able to understand the importance of the Almighty as being seen as holy a few students will be able to understand the meaning and importance of this idea about the Almighty and why some might disagree. AO2 all students will be able to give their own opinion, with a supporting reason, about whether the Almighty is holy some students will be able to give reasons for their own opinions and show that they have considered a different opinion a few students will be able to evaluate different points of view, showing why they consider their own view to be the right one with reference to the holiness of the Almighty. Resources required Student information sheet Appropriate textbook possibly Examining Four Religions by Michael Keene (ISBN 0 00 322135 0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0 340 519516) Biblical references: Leviticus 19:1 and 22:31 33 Starter 5 minutes Discuss with the class the concept of holy. Ask students what they see as holy today. Main teaching 10 minutes Read the biblical references and discuss their meaning as a group. 15 minutes Write out each reference and explain what it means in the light of the discussion. This could be done individually, in students own words, or completed as a class. Ask students why some people might think the Almighty is not holy.
10 minutes Why would the idea of the Almighty being holy be so significant for Jewish people? Discuss with the class. 5 10 minutes Teacher to discuss with students and then students to attempt the examstyle question: Explain why Jewish people think the Almighty is holy. (8) Remind students to use four reasons or at least two developed reasons. Plenary 5 minutes Recap what students discovered from the biblical references and why there are differences of opinion about it. Homework 1 week Ask students to read Genesis chapters 1 3 in preparation for the next topic. Differentiation Higher ability students might like to investigate other terms used to describe the Almighty and other names and their significance.
6 Section 1: The creation by the Almighty and different attitudes among Jewish people to the accounts in Genesis 1 3 Lesson plan 3 Lesson outcomes By the end of the lesson: AO1 all students will be able to understand the term creation and what it means all students will be able to understand there are two versions of the creation account some students will be able to understand the importance of these two accounts a few students will be able to understand the meaning of these two accounts and how some Jewish people have different ideas about them. AO2 all students will be able to give their own opinion, with a supporting reason, about the creation accounts some students will be able to give reasons for their own opinions and show that they have considered a different opinion a few students will be able to evaluate different points of view, showing why they consider their own view to be the right one with reference to the creation accounts. Resources required Teacher-prepared information sheet Appropriate textbook possibly Examining Four Religions by Michael Keene (ISBN 0 00 322135 0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0 340 519516) Biblical references Genesis 1 3 Picture of Charles Darwin and/or Richard Dawkins Possible alternative creation story Recap of previous experience and prior knowledge Students will need to have read Genesis chapters 1 3 (homework from Lesson 2). They should also be familiar with the following. Key words: omnipresent Specialist language: creation, Big Bang theory. Starter 5 minutes Ask students to mind map, in pairs or as a group, how they think the world began and any creation stories they might know. Discuss as a class.
Main teaching 7 10 minutes Read the two Genesis accounts. Discuss why there are two. 15 minutes Using a double page of exercise book, ask students to write out in bullet points the main stages of each creation account and compare what happened when. Why do Orthodox Jews believe in the literal interpretation while the Reform Jews do not? 10 minutes Discuss the following with the class. What are the main differences between the two Genesis accounts? Does it matter about the order of man and woman? What does the reference to Let us make man in our own image mean? Could it challenge belief in one God and/or who is the us? 10 minutes Why do some Jewish groups reject the Genesis account as being literally true? Discuss some scientific answers such as Darwin s survival of the fittest or the Big Bang theory. Plenary 5 minutes Quick Please remember Thank you game (each student to select one main piece of information learnt that lesson and pass it on to their fellow students by using the expressions please remember and the recipient saying thank you and returning with their information and moving on to another student) about the main events of the creation story, e.g. Please remember the Almighty rested on the seventh day?/thank you. Recap on creation accounts. Homework 1 week Exam-style question: Explain why Jewish people have different attitudes to the creation accounts. (8) Remind students to use four reasons or at least two developed reasons. Differentiation Higher ability students might like to investigate alternative religious views or scientific views about creation.
8 Section 1: The nature of the Almighty as shown in the Ten Commandments Lesson plan 4 Lesson outcomes By the end of the lesson: AO1 all students will be able to understand that there are two types of commandments all students will be able to understand how central these commandments are to Jewish people s understanding about the nature of the Almighty some students will be able to understand the importance of the commandments to Jewish life and beliefs about the Almighty a few students will be able to understand the meaning and importance of all the commandments with reference to the nature of the Almighty. AO2 all students will be able to give their own opinion, with a supporting reason, about the commandments and the nature of the Almighty some students will be able to give reasons for their own opinions and show that they have considered a different opinion a few students will be able to evaluate different points of view, showing why they consider their own view to be the right one with reference to the nature of the Almighty in the commandments. Resources required Student information sheet Appropriate textbook possibly Examining Four Religions by Michael Keene (ISBN 0 00 322135 0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0 340 519516) Ten Commandments sheets/cards Recap of previous experience and prior knowledge Students should be familiar with the following. Key words: Decalogue Specialist language: Moses, Mount Sinai Starter 5 minutes In pairs, ask the class to look at the Ten Commandments and try to put them into groups, one to do with the Almighty and the other to do with how we should treat other people.
Main teaching 9 10 minutes Discuss with the class the background to the commandments and what part Moses played. Why were these laws important at the time? 15 minutes Look at each of the laws. Ask the students to write the original version of each commandment and a version in their own words. 10 minutes Discuss with the class what each commandment teaches us about the nature of the Almighty, and would there be any alternative points of view. Why are there laws about the Almighty as well as about social behaviour? 10 minutes Discuss why the first four commandments explain so well the relationship between the Almighty and the Jewish people and what he expects from them. Plenary 5 minutes Show cards with commandments on them and ask students to make a quick revision drawing to help them to remember them. Homework 1 week Ask students to write a modern set of commandments for today. Differentiation Less able students might like to make a word search or crossword based on the meaning and background of the commandments. Higher abilities might like to investigate different codes of behaviour and compare what they teach about the Almighty and how to treat other people. Links Citizenship: Links with laws and social behaviour
10 Section 1: The meaning and importance of the covenant with Abraham Lesson plan 5 Lesson outcomes By the end of the lesson: AO1 all students will be able to understand what is behind the covenant with Abraham all students will be able to understand why it is important some students will be able to understand the importance of the covenant with Abraham a few students will be able to understand the meaning and importance of the covenant with Abraham. AO2 all students will be able to give their own opinion, with a supporting reason, about the covenant with Abraham some students will be able to give reasons for their own opinions and show that they have considered a different opinion a few students will be able to evaluate different points of view, showing why they consider their own view to be the right one with reference to the covenant with Abraham. Resources required Teacher information sheet Appropriate textbook possibly Examining Four Religions by Michael Keene (ISBN 0 00 322135 0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0 340 519516) Picture of Abraham with Isaac Recap of previous experience and prior knowledge Students should be familiar with the following. Key words: covenant Specialist language: Abraham, Sarah, promised land, Hagar, Ishmael, Isaac, sacrifice, obedience, circumcision, faith, monotheism Starter 5 minutes Mind map everything students already know about Abraham. Discuss as a class.
Main teaching 11 10 minutes Using the information sheet mind map ask students to either: Write a summary of Abraham s life or Write an email/newspaper report, e.g. with a title such as Covenant deal agreed or Boy saved from sacrifice. 15 minutes What did the Almighty promise Abraham and what was he expected to do in return? Discuss with the class whether this was a good deal for Abraham and his family. 10 minutes Why is the command to sacrifice Isaac a difficult story for modern readers? 10 minutes Discuss with the class why most Jewish groups would want to continue with the circumcision tradition. Plenary 5 minutes Working in pairs, ask students to tell each other the main details of the story of Abraham and its importance. Homework 1 week Exam-style question: Explain why Jewish people feel the covenant with Abraham is important. (8) Remind students to use four reasons or at least two developed reasons. Differentiation Higher ability students might like to produce a play or write a short letter about why Abraham believed in one god.
12 Section 1: The meaning and importance of the covenant with Moses Lesson plan 6 Lesson outcomes By the end of the lesson: AO1 all students will be able to understand the main facts about the covenant with Moses all students will be able to recognise that the covenant with Moses is linked with Jewish tradition some students will be able to understand the importance of the covenant with Moses a few students will be able to understand the meaning and importance of the covenant with Moses. AO2 all students will be able to give their own opinion, with a supporting reason, about the covenant with Moses some students will be able to give reasons for their own opinions and show that they have considered a different opinion. a few students will be able to evaluate different points of view, showing why they consider their own view to be the right one with reference to the covenant with Moses. Resources required Teacher information sheet Appropriate textbook possibly Examining Four Religions by Michael Keene (ISBN 0 00 322135 0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0 340 519516) Bingo cards made up of key words Recap of previous experience and prior knowledge Students should be familiar with the following. Key words: covenant, Decalogue, Torah Specialist language: Mount Sinai, Revelation, 613 laws, Ten Commandments, Egypt, burning bush Starter 5 minutes Using the key word bingo cards give the students a key word class test asking them to match the key words with the definitions. Check they are correct.
Main teaching 13 10 minutes As a group, mind map what the student already know about Moses. 15 minutes Tell the abbreviated story of Moses. Using the information sheet and mind map, ask the students to illustrate the story and write down the key words while they listen. 10 minutes Discuss why escape from Egypt, the Ten Commandments, and covenant are central to Judaism. 10 minutes Prepare students to answer this exam-style question. Explain why the covenant with Moses is important for Jewish people today. (8) Remind students to use four reasons or at least two developed reasons. Plenary 5 minutes Find out one thing each student has learnt today about the covenant with Moses. Exchange this information by playing Please remember Thank you game. Homework 1 week Ask students to write up the exam-style question prepared earlier: Explain why the covenant with Moses is important to Jewish people. (8) Differentiation Able students might like to produce a play/obituary about one of the aspects of Moses life. Lower ability students could produce a series of pictures explaining the life of Moses and the covenant.
14 Section 1: The nature and importance of the Tenakh Lesson plan 7 Lesson outcomes By the end of the lesson: AO1 all students will be able to understand the term Tenakh all students will be able to understand the significance of the content of the Tenakh some students will be able to understand the importance of the content of the Tenakh a few students will be able to understand the meaning and importance of the Tenakh. AO2 all students will be able to give their own opinion, with a supporting reason, about the Tenakh and its contents some students will be able to give reasons for their own opinions and show that they have considered a different opinion a few students will be able to evaluate different points of view, showing why they consider their own view to be the right one with reference to the Tenakh. Resources required Teacher information sheet Appropriate textbook possibly Examining Four Religions by Michael Keene (ISBN 0 00 322135 0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0 340 519516) Recap of previous experience and prior knowledge Students should be familiar with the following. Key words: Tenakh, Talmud, teshuva, Torah Specialist language: Mishnah, Responsa, Nevi im, Ketuvim Starter 5 minutes Draw up a spider diagram of how rule books are linked to: sport, law, governments, medicine and religion. How do they help the reader? Discuss examples of what they offer guidance, continuity, consistency, education etc. Do rule and laws change? Discuss.
Main teaching 15 15 minutes Using the information sheet or textbook read to the class what the Tenakh consists of. Students should draw out three columns in their exercise books with the headings Torah, Nevi im and Ketuvim. Using information sheets (or Bibles if appropriate) ask them to create a chart showing which books are found in which section. 10 minutes Discuss with the class what is found where, what each section comprises of and why each part is important. 10 minutes Students should discuss with their teacher and then write down reasons why each part is important. 10 minutes Prepare students to answer exam-style question as a group: The Tenakh is no longer relevant today Do you agree? a) Give reasons for your opinions. (3) b) Give reasons why some people might disagree with you. (3) Read back to the class. Plenary 5 minutes Play a stand up, sit down game using true or false statements about which books can be found in which section of the Tenakh prepared by the teacher. Students should sit down for correct statements and stand up for incorrect statements. You could also do this as a true or false game based on the same idea. Homework 1 week Ask student to complete some internet research on the five books of the Torah. Differentiation Lower ability students might like to produce a poster or display of the contents of the Tenakh to help their understanding.
16 Section 1: The nature and importance of the Torah Lesson plan 8 Lesson outcomes By the end of the lesson: AO1 all students will be able to understand the term Torah all students will be able to understand what the Torah contains some students will be able to understand the importance of the contents of the Torah a few students will be able to understand the meaning and importance of the contents of the Torah. AO2 all students will be able to give their own opinion, with a supporting reason, about the contents of the Torah some students will be able to give reasons for their own opinions and show that they have considered a different opinion a few students will be able to evaluate different points of view, showing why they consider their own view to be the right one with reference to the Torah and its contents. Resources required Teacher information sheet Appropriate textbook possibly Examining Four Religions by Michael Keene (ISBN 0 00 322135 0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0 340 519516) Recap of previous experience and prior knowledge Students should be familiar with the following. Key words: Torah Specialist language: Genesis, Exodus, Leviticus, Numbers, Deuteronomy Starter 5 minutes In pairs or as a group, ask students to mind map the key books of the Torah and events and characters in these books
Main teaching 17 15 minutes Divide the class into small groups or pairs. Ask them to use the information sheets to prepare a short presentation or leaflet about each of the five books of the Torah. 15 minutes Ask each group or pair to make their presentation or show their leaflets to the class. Make sure that they have covered such questions as the main events of each book, the main content, style, why the book is important for Jewish people. Students to write their own examination question for section b based on the book they have looked at, e.g. Should Jewish people take the laws in Leviticus seriously today? Give two reasons for your point of view. 5 minutes Individually or in pairs, ask students to answer the question above using the information they gained earlier in the lesson. 10 minutes Go round the class asking students to read out their answers and see if they can try to estimate what sort of mark they would get. Plenary 5 minutes Recap on the main information about the contents of the Torah and why it is important. Homework 1 week Ask students to look up the key words Talmud and Mishnah in preparation for the next lesson. Differentiation More able students might like to investigate books of the Torah in more depth. Lower ability students might like to make a poster of the books of the Torah and draw a range of pictures on the Torah s contents.
18 Section 1: The importance and use of the Mishnah, Talmud and Responsa Lesson plan 9 Lesson outcomes By the end of the lesson: AO1 all students will be able to understand the terms Mishnah, Talmud and Responsa all students will be able to understand the significance of the Mishnah, Talmud and Responsa some students will be able to understand the importance of the Mishnah, Talmud and Responsa a few students will be able to understand the importance and use of the Mishnah, Talmud and Responsa. AO2 all students will be able to give their own opinion, with a supporting reason, about the importance and use of the Mishnah, Talmud and Responsa some students will be able to give reasons for their own opinions and show that they have considered a different opinion a few students will be able to evaluate different points of view, showing why they consider their own view to be the right one with reference to the Mishnah, Talmud and Responsa. Resources required Information sheet Appropriate textbook possibly Examining Four Religions by Michael Keene (ISBN 0 00 322135 0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0 340 519516) Recap of previous experience and prior knowledge Students should be familiar with the following. Key words: Talmud, Mishnah Specialist language: halakhah, Tamar, Gemara Starter 5 minutes Play the Chinese whispers game. Tell the first student something from the syllabus that they will have to learn later on or something topical which they then pass to the next student and the final one in the chain reports back to the class. Afterwards discuss the following questions as a class, linking the discussion with oral traditions and the passing on of faith. Did the message change? Did the group take it seriously? What would have happened if the message had been very serious?
Main teaching 19 10 minutes Discuss the following questions as a class. Who writes down religious ideas? How can they be relied on? How were the Jewish traditions written down and how have they changed or been adapted for the changing world? 15 minutes With the students, read through the information sheet or textbook about the Mishnah, Talmud and Responsa. 10 minutes Ask the students to write a paragraph explaining what they are, why they are important and what part they play in Jewish literature. 10 minutes As a group, discuss what problems could arise from differing explanations. Plenary 5 minutes Use the Please remember Thank you game for students to exchange information that they have learnt in the lesson. Ask the students to take it in turns to recall the information to the class or explain the five main things they have learnt today about this topic. Homework 1 week Exam-style question: All holy books need to be interpreted for today s world. Do you agree? Give reasons for your opinions. Give reasons why some people might disagree with you. (6) Differentiation More able students might like to research one of the above topics in more detail.
20 Section 1: The nature and importance of the halakhah Lesson plan 10 Lesson outcomes By the end of the lesson: AO1 all students will be able to understand the term halakhah all students will be able to understand the nature of the halakhah some students will be able to understand the importance and nature of the halakhah a few students will be able to understand the significance, nature and importance of the halakhah. AO2 all students will be able to give their own opinion, with a supporting reason, about the nature of the halakhah some students will be able to give reasons for their own opinions and show that they have considered a different opinion a few students will be able to evaluate different points of view, showing why they consider their own view to be the right one with reference to the nature and importance of the halakhah. Resources required Teacher information sheet Appropriate textbook possibly Examining Four Religions by Michael Keene (ISBN 0 00 322135 0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0 340 519516) Recap of previous experience and prior knowledge Students should be familiar with the following. Key words: halakhah Specialist language: Rabbis, oral laws Starter 5 minutes In pairs or as a group, ask the class to write down or discuss laws that apply to students of their age, e.g. it is illegal to buy cigarettes under 18, may not drive until they are 17.
Main teaching 21 10 minutes Discuss with the class why laws have changed. Link into changes in women s rights leading to equality. Lead back to Jewish laws. Do religious laws need to be changed? Should they be changed? 15 minutes Use information sheet. Read and discuss with the class how the halakhah came about, what it contains, its nature and why it is important today. 10 minutes In pairs student should try to prepare an answer to the following exam-style question: Explain why the halakhah needs to change to suit modern life. (8) Remind students to use four reasons or at least two developed reasons. 10 minutes Share student responses and ask them to award a mark for their peers based on mark scheme format. Plenary 5 minutes Go round the class asking students to tell you five main things they have learnt today about the halakhah. Homework 1 week Ask students to write out five Jewish laws or customs which they think could be updated or changed, e.g. Jewish boys should be able to decide if they want to be circumcised when they are older. Differentiation More able students might like to research the way laws applying to women have changed in the last 100 years.
22 Section 1: Why there are different beliefs about the Messiah among Jewish people Lesson plan 11 Lesson outcomes By the end of the lesson: AO1 all students will be able to understand the term Messiah all students will be able to understand some background to the Messiah some students will be able to understand the importance of the Messiah a few students will be able to understand the different beliefs about the Messiah. AO2 all students will be able to give their own opinion, with a supporting reason, about the beliefs about the Messiah some students will be able to give reasons for their own opinions and show that they have considered a different opinion a few students will be able to evaluate different points of view, showing why they consider their own view to be the right one with reference to beliefs about the Messiah. Resources required Teacher information sheet Appropriate textbook possibly Examining Four Religions by Michael Keene (ISBN 0 00 322135 0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0 340 519516) Teacher-prepared quotes from Isaiah 11:1 10 and 2:1 5 Matching Messiah ideas and beliefs quick reminder worksheet (prepare a set of three cards/or worksheet with the main ideas about Messiahship held by the three main Jewish groups so that students can match up the correct group with the correct idea). Recap of previous experience and prior knowledge Students should be familiar with the following. Specialist language: Messiah, anointed one, Isaiah Starter 5 minutes Mind map the term Messiah to find out what students know already.
Main teaching 23 10 minutes Give out quotes from Isaiah prepared earlier or display on PowerPoint. Ask students to read these and to add to their mind map any new ideas they find out. 15 minutes Using the information sheet and/or a textbook, read and write down in two columns what the Orthodox and Reform beliefs about the Messiah are. 10 minutes Teacher to prepare students to complete the following exam-style question: Should all Jewish people expect the Messiah soon? Give two reasons for your point of view. (4) 10 minutes Share answers with the class and peer and teacher mark according to the levels of mark scheme. Plenary 5 minutes Revisit different ideas by either using the stand up, sit down game for correct ideas or by providing the matching Messiah ideas worksheet. Homework 1 week Ask students to complete an exam question from specimen papers using their notes from the lesson. Differentiation All students should use their notes to revise this whole section for an additional specimen exam question. Less able students might like to select two or three topics and put the main ideas into words and picture memory cards.