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RELIGIOUS STUDIES JUDAISM Scheme of Learning A LEVEL RELIGIOUS STUDIES JUDAISM Scheme of Learning The principal aim of the Scheme of Learning is to support teachers in the delivery of the new WJEC A2 Religious Studies specification. It is not intended as a comprehensive reference, but as support for professional teachers to develop stimulating and exciting courses tailored to the needs and skills of their own students in their particular centres. In addition, this document must not be used instead of the specification, but must be used to support the delivery of it. It offers assistance to teachers with regard to possible classroom activities, links to digital resources (both our own, freely available, digital materials and some from external sources), text books and other resources, to provide ideas when planning interesting, topical and engaging lessons. The intention of this scheme of work is that learners will participate in some independent learning tasks prior to attendance at the lesson. In this way, learners should arrive at the lesson with questions concerning areas that they do not understand, and there is more time for analysis and evaluation of the material within the lesson time. For those who do not wish to take this approach, the activity suggestions should still be flexible enough to be adapted. Judaism Theme 1: Religious figures and sacred texts (part 2) Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity Flip- The Talmud, Mishnah Talmud Mishnah WJEC/Eduqas Religious Students to research Talmud, Mishnah Using scholarly views, learning and Gemara. Gemara Studies for A Level Year 1 & and Gemara and write a paragraph for explain why the activity AS – Judaism each one which gives a clear, concise Babylonian Talmud has – Helen Gwynne-Kinsey. definition of what each is. greater authority within Judaism. www.myjewishlearning.com 1 The differences between Jerusalem and Tutor’s notes. Tutor to present and explain the Jerusalem and Babylonian information regarding the two versions Babylonian Talmuds. Talmuds of the Talmud. www.myjewishlearning.com www.jewishvirtuallibrary.org www.reformjudaism.org.uk Students to complete a comprehension exercise relating to the background and characteristics of each one. Comprehension activity. Students to create a mind map or comparison table which highlights the main differences between the two versions of the Talmud. 2 2 The nature of the Mishnah: Mishnah Examples of different types of Introduction – use examples of Create a mnemonic using content, style and importance for literature. different types of literature to show the word Mishnah which study in Judaism. that books/leaflets serve particular can be used to assist in Tutor’s notes. purposes. E.g. a dictionary aids remembering the key understanding of words and their points. WJEC/Eduqas uses; an instruction manual helps Religious Studies for A Level Year us to understand how to use a 1 & AS – Judaism piece of machinery or how to tackle – Helen Gwynne-Kinsey. a specific task in the best way. www.myjewishlearning.com Link this idea to the role of the www.jewishvirtuallibrary.org Mishnah and the way in which it www.britannica.com aids Jewish understanding of the Talmud. True or false cards Present students with information on the content, style and importance of the Mishnah for Judaism. In groups, they are to create a true or false activity which can then be used as a whole-class quiz in which true or false cards are held up to indicate response. 3 The nature of the Gemara: Gemara Tutor’s notes. Students to research the following Create a mnemonic content, style and importance for with reference to the Gemara: using the word Gemara study in Judaism. which can be used to WJEC/Eduqas assist in remembering Religious Studies Language the key points. for A Level Year 2 Organisation & A2 – Judaism Relationship to the Mishnah Helen Gwynne-Kinsey. www.myjewishlearning.com www.jewishvirtuallibrary.org www.britannica.com 3 4 The importance of the Talmud Talmud Tutor’s notes. Introduction – highlight and explain Revise specialist within Judaism. the importance of the Talmud language and within Judaism. vocabulary for formal WJEC/Eduqas assessment in following Religious Studies lesson. for A Level Year 2 Students to work in pairs and come & A2 – Judaism up with five statements in response – Helen Gwynne-Kinsey. to the following: www.myjewishlearning.com The Talmud is important within www.jewishvirtuallibrary.org Judaism because … www.britannica.com Students are then to identify five Ask the rabbi – www.chabad.com areas of modern life that would not www.aish.com have been relevant during the time of the giving of the Torah to Moses. When five areas have been List of specialist language and identified, the students to research vocabulary with definitions for online to find out how Jews today homework task. have come to an understanding of each issue. Revise specialist language and vocabulary for formal assessment in following lesson. 5 Developing skills – AO1. activity to test knowledge and understanding of specialist language and vocabulary. 4 Judaism Theme 1: Religious figures and sacred texts (part 2) Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity Flip- The meaning and Midrash www.myjewishlearning.com Read through relevant articles, and write up learning purpose of www.torah.org your findings on the meaning and purpose activity midrash. www.britannica.com of midrash. Highlight any vocabulary that you don’t understand, and research the meaning of each new term. 1 Midrashic method: Peshat Remez Essential Judaism – George Robinson. After explanation of the four principal peshat; remez; Derash Sod WJEC/Eduqas Religious Studies for A midrashic methods, provide students with derash; sod. PaRDeS Level Year 2 & A2 – Judaism examples of each type. – Helen Gwynne-Kinsey. www.myjewishlearning.com Working in pairs, students to sort the www.torah.org examples by deciding whether they are www.britannica.com indicative of peshat, remez, derash or sod. Sorting activity – examples of the four Further examples can be added through principal midrashic methods. online research. 5 2 Developing skills – Midrash Essential Judaism – George Robinson. Provide each student with a list comprising Write a model answer for the AO1 WJEC/Eduqas Religious Studies for A key terms, examples from sacred texts and AO1 examination question Level Year 2 & A2 - Judaism names of Jewish scholars. E.g.: set. – Helen Gwynne-Kinsey. www.myjewishlearning.com www.torah.org Derash; Deuteronomy; Eisenberg; Exodus; www.britannica.com Gematria; Maimonides; Neusner; Numbers; Peshat; Remez; Rabbi Akiva; Rabbi Levi; An AO1 examination question on Sod; Song of Songs; Talmud; Torah. midrashic method. Students to compile a response to a question on midrashic method using the words and names from the list as prompts. Each entry on the list must be included and expanded upon (they can be used in any order). The aim of the task is to practise being able to incorporate references and quotations into an answer in a relevant and accurate way. Responses can be shared and discussed to compile a definitive answer which can act as a model answer. 6 3 The Halakhah and the Halakhah Examples of rabbinic interpretation relating to Pair work – Using the method of Midrash 613 mitzvot; Halakhah Pittsburgh the development of the kosher food laws and Halakhah, explain how laws regarding kosher as the revealed will of Platform use of the mezuzah. food laws and the prescription to hang a God – Orthodox and mezuzah on the door post, for example, came Reform views. to be part of Jewish practice. Relevant scriptural quotations. Group work – provide each group with a set Relevant section of the Pittsburgh Platform. of statements which represent Orthodox and Reform views on Halakhah as the revealed will of God, as well as a copy of the relevant Essential Judaism – George Robinson. section of the Pittsburgh Platform. Students to consider each statement carefully, and decide www.myjewishlearning.com which branch of Judaism each represents. www.reformjudaism.org.uk www.chabad.org www.jewishvirtuallibrary.org www.britannica.com A set of statements which represent a variety of Orthodox and Reform views on Halakhah as the revealed will of God. 4 The purpose and role Aggadah Essential Judaism – George Robinson. As an introduction, direct students to create a of Aggadah in midrash. WJEC/Eduqas Religious Studies for A Level short story which could be used to illustrate Year 2 & A2 – Judaism – Helen Gwynne- an important moral or ethical point. Kinsey. Students to relate their stories in turn, and the www.myjewishlearning.com meaning considered by the rest of the group. www.reformjudaism.org.uk www.chabad.org www.jewishvirtuallibrary.org Provide examples of midrash Aggadah and www.britannica.com show how this method is suitable for sermons. Examples which can be used to illustrate how midrash Aggadah works. 7 5 Developing skills – An AO2 examination question from this Pair work – students to consider the bank of Write a full answer to the AO2. section of the specification. quotations and choose those which they feel AO2 question set. would be relevant to use in an answer to the A bank of scriptural and scholarly quotations AO2 question they have been set. which may or may not be relevant to this section of the specification. Then, for each of the statements chosen, they are to construct an argument which could be used as part of their answer. 8 Judaism Theme 1: Theme 1: Religious figures and sacred texts (part 2) Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity Flip- Rashi and Maimonides. WJEC/Eduqas Compile short biographies of Rashi learning Religious Studies for A Level and Maimonides. activity Year 2 & A2 – Judaism – Helen Gwynne-Kinsey. http://www.bible- researcher.com/rashi.html http://www.iep.utm.edu /maimonid/ 1 Rashi’s importance in the Midrash Peshat Rashi on Exodus 23:19: Students to study and discuss two Note evidence and history of Talmudic study.
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