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Home , Shabbat

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Year Group: KS1 Topic: . How and why do celebrate ? Key Concepts: , Chosen People, One God Core Knowledge - Pupils will know that: Jewish people have special practices, rules and rituals that express their covenant relationship with God Jewish people celebrate Shabbat because it is commanded in the Lesson Objectives/ Main Class Intro Differentiated Activities Plenary Questions Evaluation and notes 1 What Look at the objects on a table and predict what they may be for. Mixed ability RE groups Record the children’s Engage happens at Discuss using talking partners. throughout the Judaism ideas about what they and Shabbat? Record/video your predictions topic/groups know and want to find Enquire What do we know? What do we want to find out? Working wall throughout out. the topic, special vocab Put these on the working In this lesson the children are introduced to the table and asked and pictures wall. to predict what things might be for. They could also be shown a Weekly updates on picture of a Jewish family at the start of Shabbat to help them working wall to display raise questions about the rituals and actions, and the meaning questions of the objects. Resources: Start of Shabbat: www..org Cup and /grape juice True tube - holy cribs Digital learning for Hallah Bread x 2 and cover Wales

End of Shabbat: Besimim Box/Spice Box Candle It is suggested that in this lesson the actual rituals of Shabbat are not shared, but that this is done in lesson 4. The objects themselves will act as stimulus. 2 Why do Tell the children that to find out why the objects are used and to This may link back to the Why do you think God Explore Jews understand what happens at Shabbat we need to go back to the previous year, so children commanded that celebrate Torah. Remind children of the Torah from previous work. Have a may need to be prompted Shabbat should be holy? Shabbat? scroll to show them, remind them of the stories they have learnt or shown their work from already from the Torah if appropriate. the previous year children to think of a What can ( e.g.some photographs) time that is special to we learn Creation Story in Genesis 1: Children work in mixed them and why (not from the Tell the story and talk about the main features. Use Godly play ability groups technology)! creation to show the story. Children to act out a portion of the story. Questioning approach story? Order the pictures/images of them acting out (assess allows for deeper Link to what is special to understanding) responses Jewish people and why.

Focus on the idea of rest. This is very important for Jewish people and a key idea at Shabbat. 3 Why do What do the children think are the 10 things that are important to Invite children to share Children may express Explore Jews them at school/rules. Discuss them, can they put them in an examples from their own their understanding the celebrate order of importance? experience commandment through Shabbat? Compare to the 10 commandments. Show them that these are Use a version of the 10 a variety of media e.g. also in the Torah, and link back to the story of that they commandments that is they may use drama, What can have already studied. accessible they might do hot we learn Look at the 10 commandments and discuss why they are Set the story of the giving seating with a Jewish from the 10 important to Jewish people. How might they explain why Jews of the 10 commandments person about why the commandm celebrate Shabbat. Focus on the commandment about ‘Keep in context to enable more keep Shabbat holy, they ents? the Day holy’. Ask the children to consider what this able children to make may create a poster or might mean in practice. connections guide for a young Jewish child about why Shabbat is special 4 Why do Remind children of the objects shared in lesson 1. Children record their Why are these actions Explore Jews have Ask the children to suggest ways in which they may be used, then go through knowledge and important? special the rituals using the objects to help. Focus on the notion of blessing and its understanding in different Which of the actions is importance throughout the welcoming Shabbat rituals. objects and ways. e.g. matching up, the most important and actions at Why are these things important to Jewish people during the drawing and writing about why? the start of Sabbath/significance? the objects, ‘acting out’ or How do the actions link Shabbat? http://www.reformjudaism.org/shabbat-home-ritual role playing the actions… to the two stories ( or other passages) in the Shabbat Rituals: Torah? Light the candles Bless the children Bless the food/wine Handwashing Silence

5 Why do Visit Norwich (if possible) For more able children Give children different Explore Jews visit http://www.norwichsynagogue.org.uk ask: reasons why Jewish the Shul on Children create their own questions to ask, and record answers people go to the Shul. Shabbat? in written form or on an ipad/tablet. Is it more important to visit Ask them to respond to Shul on a indicate their views Children may ask quietens about what happens as well as what because of family, about each reason ( e.g. people wear and the feature of the Shul. The focus should be on community, friends or God traffic light, move to the meaning behind these. or something else…? agree/disagree or perhaps use a Diamond Children may note similarities and differences between special 9 activity) places of worship. Pictures/videos of a Why do Jews go to the Synagogue/Shul on a Saturday? synagogue Bring out the idea of the Jewish family and identity, special family day. Remember God and share with family. http://www.bbc.co.uk/ Judaism education/clips/zrsb9j6

If a visit is not possible use clips and images to support learning http://www.bbc.co.uk/ about what happens on Shabbat. education/clips/ z834wmn 6 What Remind the children of the rituals used to welcome in Shabbat, Use questioning to Children may write Explore happens at and the main things to happen during the Shabbat day e.g. deepening the children’s individual or group the end of going to Shul, being with family, eating together and so on. understanding and poems about the end of Shabbat learning Shabbat, drawing out and why? Show children the rituals at the end of Shabbat i.e. lighting the the idea of the moving Havdalah ( meaning ‘separation’) candle and smelling the sweet from the specialness of spices. Shabbat to the ordinariness of the new Ask the children what they think the meaning is behind these . actions, and then talk about the Jewish perspective. 7 How and Review the learning so far. In pairs or groups children Pupils use their Shabbat Evaluat why do Discuss what you think is the most important reason to visit Shul create one item from box to teach others. e and Jews during Shabbat. What is the most important action that takes Shabbat and write or Expres celebrate place during Shabbat? What is the most important thing that record an explanation. Notes: s Shabbat? people eat or drink? These items then go into Bread could be made the box and are shared and eaten and/or a ‘ Re-visit the pupil original predictions about objects related to with EYFS pupils. dough’ version could be Shabbat. Compare with new learning. Invite reception to join/ made How have your opinions changed, what do you know now? watch your Shabbat Why are these items important to the Jewish Sabbath/Shabbat? ceremony. Resources: Present them with their *Clay for candles *Paper template for Kippur very own Shabbat Box. *Plastic cups and tinfoil Children create ( from clay, salt dough, other materials) a Pupils can ‘use’ the items http://www.reformjudaism.org/ Shabbat Box that can be shared with EYFS pupils to explain in a role play area if shabbat-customs what happens at Shabbat and why. appropriate. Taper candles for Havdalah candles Hot water http://www.bbc.co.uk/ education/clips/zkcd2hv Kippah template

Plastic cups, tinfoil, gems, sequins, glue

See also www.natre.org.uk for an example of a lesson based on Shabbat where children make the objects.