NORTH WEST LONDON JEWISH DAY SCHOOL Limmudei Kodesh Curriculum & Programmes of Study Hana Pinner M.A. February 1997, Revised and completed December 1998, Revised and updated following pilot teaching July 1999 Revised September 2000 Updated by Rabbi Cohen and Rabbi Broder January 2001 Updated and revised by Dayan Binstock and Rabbi Broder July 2003 Reviewed 2005 Updated July 2009 Reviewed July 2014 Updated June 2017 Copyright 0 "Resh Lakish said in the name of Rabbi Yehudah the Prince: 'The world only exists for the sake of children studying in the house of Torah learning'." ( Bab. Talmud Shabbat, 119b ) 1 CONTENTS Foreword .................................................................................................................3 Rationale ..................................................................................................................3 Aims .........................................................................................................................3 Objectives .................................................................................................................4 KeyLearningAreas ..................................................................................................5 Programmes of Study .............................................................................................6 Number of lessons allocated ...................................................................................6 Assessment ...............................................................................................................7 Key Learning Area 1: Sifrei Kodesh Rationale .................................................................................................................8 Aims and objectives. ...............................................................................................8 Key Learning Area 2: T’filah, B’rachot, Siddur, Hagadah Rationale ................................................................................................................24 Aims objectives .....................................................................................................25 KEY LEARNING AREA 3: Parashah Rationale ...............................................................................................................42 Aims & Objectives ..............................................................................................43 Key Learning Area 4: Am Yisrael Over the Generations; Land of Israel; Festivals; Jewish knowledge; Dinim. Rationale ..............................................................................................................77 Aims & Objectives ..............................................................................................77 Key Learning Area 5: Ivrit Rationale ..............................................................................................................114 Aims & Objectives .............................................................................................114 2 FOREWORD This Curriculum of Limmudei Kodesh applies to all pupils of North West London Jewish Day School starting from Nursery and up to Y.6, apart from where it is otherwise stated. It contains five subjects. For each subject and for each class, programmes of study set out what pupils should be taught. Attainment targets set out the expected standards of pupils' performance. Rationale Limmudei Kodesh is the teaching of Jewish Heritage in all its facets, namely: Scriptures, Hebrew language, dinim (Jewish Law) and minhagim (practice), Jewish values and thought, Jewish festivals, commemorative days, Jewish history, Jewish culture and about the Land of Israel and the State of Israel. L.K. is not only concerned with developing the pupils’ knowledge and understanding of each aspect of their Jewish Heritage but also with developing their love for it and commitment to its laws and practices, which include moral and ethical teachings. Therefore, the teaching, though academic in content and intellectually rigorous in method, is imparted with the emphasis on faith and adherence to practical observance of Jewish Law. It is taught not just as an academic subject, but as a way of life. Since the Jewish ethos permeates the school, there is an additional, hidden curriculum in operation, through daily prayers, assemblies, celebrations of festivals and special days. These are all acknowledged also by the secular teachers in their lessons. The display boards across the school reflect the prevailing Jewish ethos. The time available for L.K. is quite limited and continuous attention must be given to the integration not only of the five L.K. Key Learning Areas, (which must be mutually supportive) but also - wherever possible - with secular National Curriculum subjects. L.K. is also a vehicle for disseminating the ethos of the school and the P.S.H.E. curriculum, even though the latter has its own curriculum and is also included in secular studies. Aims As an orthodox Zionist Jewish establishment, the school aims at imparting to its pupils the three fold foundations upon which Orthodox Zionist Judaism rests: 1). The reverence for and love of Hashem. 2). The knowledge of and love for Torah and Judaism. 3). The love for the Land of Israel and identification with the State of Israel. In addition, L.K. aims at implanting a strong Jewish identity in its pupils by imbuing every aspect of their being - whether personal, social, intellectual, emotional, spiritual or cultural - with love and commitment to Hashem and to all aspects of Jewish Heritage (which are set out in the Rationale). L.K. aims at preparing its pupils for life within the strictures of Halachah. It aims at producing well informed, knowledgeable Jews who strive to build for themselves - as well as for the wider community - the ideal life, as spelt out in the Torah. It aims at producing Jews with a social and moral conscience and responsibility, Jews who strive towards an upright and active citizenship, Jews with a commitment towards a stable family life. Objectives 1) To habituate pupils to pray daily and pronounce b’rachot for all they eat or do, as a token of recognition and constant appreciation that all things come from Hashem. 3 2) To instil in pupils - via study of Torah, Parashah or Scriptures - the knowledge of the special relationship between Hashem and each individual and the power of prayer in this relationship, whether formal or personal prayer. 3) To familiarise pupils, through study of Torah or Parashah, with the qualities and attributes of Hashem: His omnipresence, His omnipotence, His omniscience. 4) To educate pupils to imitate, in their own small way, Hashem's attributes and perform mitzvot and good deeds. 5) To teach pupils the Jewish way of life in all its aspects, eg: to keep Shabbat, Yamim- Tovim, special commemorative days, kashrut, performance of ritual mitzvot and mitzvot bein adam la’chavero (duties between man and his fellow). 6) To teach pupils the Hebrew alphabet to enable them to read authentic Hebrew texts. 7) To teach pupils the Hebrew language so as to facilitate their understanding of authentic religious texts, as well as forging their Jewish identity and unity.with their fellow Jews 8) To teach pupils, through study of Torah or Parashah, the uniqueness of the Jewish people, their being chosen for special responsibilities and duties in the world. That these responsibilities cannot be carried out without the observance of Hashem’s commandments - whether Shabbat, festivals, kashrut, upright living, caring for their fellows, good citizenship or all the other mitzvot. The observance of all the mitzvot serves as a constant reminder to the Jew of his/her responsibilities, as well as proving to Hashem that s/he is worthy of His choice. 9) To enable pupils, through study of Torah or Parashah, to appreciate their elevated status vis-vis all other creations. Mankind was created in Hashem’s Own Image, with a living soul which He breathed into them. From this status emanate privileges as well as responsibilities. 10) To teach pupils, through study of Torah or Parashah, the significant role that the Land of Israel plays for the Jew. That it is an eternal inheritance from Hashem, and that much of Jewish Law is dependent on the Land. It is because of this that the State of Israel has a special meaning for every Jew. 11) To teach pupils, through study of Torah, Parashah and Scriptures, of the special role of Jerusalem and its centrality to Jewish ritual, Jewish prayer and Jewish thought. 12) To imbue the pupils - through regular study of Torah - with a life-long love for Torah and a desire to continue Torah-study, for its own sake, throughout their adult lives. 13) To teach pupils that the intellectual and spiritual refinement which results from the study of Torah, must find practical expression in their deeds as well as their personal and social behaviour. 4 KEY LEARNING AREAS. KLA 1. Sifrei Kodesh (Textual learning): Torah and Mishnah. KLA 2. T’filah, Brachot, Siddur, Hagadah. KLA 3. Parashah KLA 4. Am Yisrael over the Generations; Land of Israel; Festivals; Jewish knowledge; Dinim. KLA 5. Ivrit 5 PROGRAMMES OF STUDY. KEY LEARNING AREA 1: Sifrei Kodesh, textual learning. a. Torah b. Mishnah Attainment Target 1: Ability to Read Text and Understand its Meaning. Attainment Target 2: Spiritual Aspects, Values, Dinim. Attainment Target 3: Commentators and Culture of Debate. Level Descriptions: Attainment Target 1: 7 levels, last one for exceptional performance. Attainment