Jewish Faith 152

Jewish Faith Key Stage1

Key Question 1: Why are these words special?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Recognise that everyone has • Identify stories and books that • Bring in a book or talk about a favourite stories or books that are they regard as special or story which is their favourite, or special to them important important to them, and talk about why they like it. - Hear some popular children’s stories which have a meaning and talk about what the meaning or message might be

• Begin to recognise some key • Begin to recognise some stories • Watch a video or hear stories stories from the and from the Torah eg from the Torah, act them out suggest what they might mean - Creation (Genesis 1-2) and talk about what the message - Noah’s Ark (Genesis 6-8) of these might be for - Moses in the Bulrushes (Exodus 2)

• Suggest meanings for some • Ask questions about why these • Draw a picture of the story. stories which have a special stories are special and what they • Retell the stories using ‘Godly significance might mean Play’

• Recognise that the Torah is a • Find out about how the Torah is • Look at some pictures of Torah special book for Jews treated by Jews to show that it is scrolls and hear about how they special are treated in a special way

Skills and attitudes Cross curricular links • P4C • English • Understanding of a different faith • Drama • Art • SMSC

Websites and Publications

• Useful Jewish websites (KS1, 2 and 3) please see page 177 • Useful Jewish publications (KS1, 2 and 3) please see page 169 • Acronyms used within this section – please see page 169

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 153

Jewish Faith Key Stage 1

Key Question 2: Why are some places special?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Recognise that some places are • Identify and talk about their own • Think quietly about a special special and identify a special special places: place of their own and draw place of their own - Why they are special pictures/write poems about how - What they do there they feel when they are there - How they feel there

• Show awareness that: • Recognise the interior of a • Use a picture pack or images - the is a special synagogue: from the Internet to see what the place for Jewish people - Bimah inside of a synagogue looks - a synagogue is a place - Aron Hakodesh like, and some of the things where Jews gather - Screen Jewish people do there together, worship and - Ask questions about some - Visit a local synagogue celebrate of the things that happen in and see and hear about a synagogue some of its features

• Show awareness that • Hear stories about Jerusalem • Look at a children’s atlas and is a special place for Jews from the Jewish scriptures, eg the find Jerusalem story of King and the Ark - Look at pictures of parts of of the Covenant (2 Samuel 6) the city eg - The Western Wall (Wailing Wall) - The

• Role play or use puppets to replay the stories of David (or other stories)

Skills and attitudes Cross curricular links • Investigation • Art • P4C • English • Understanding of a different faith • PSHE • Geography • Drama

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 154

Jewish Faith Key Stage 1 Key Question 3: How can faith contribute to Community Cohesion?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Identify ways in which Jewish • Show an awareness that Jewish • Talk about special days - how do people show their belief in : people go to the synagogue and they mark their special days? - At home worship at home as well - Set a table and - At the synagogue - Begin to recognise that hear about the symbolic Jewish people do special rituals connected with things at home and at the Shabbat synagogue to express - Find out what a is their faith and how it helps Jews to express their faith - Make a Mezuzah and create their own text about what is important in their home to go inside it - Look at pictures of a and find out how this is treated in a special way by Jews at the synagogue • Show awareness that Jewish • Begin to recognise that Jews • Watch a video about Moses; people have some religious rules believe God has given them some - Read a children’s version which help them to know how to rules to follow eg of the Ten behave - The Commandments and draw - (kosher) Food pictures with simple laws sentences about what they mean, creating a mural for the classroom wall - Talk about and taste some favourite foods and some unpopular foods, moving on to look at some examples of what Jews can and cannot eat - Set up a Jewish home or kitchen corner • Show an awareness of the • Identify (duty or good • Visit a synagogue, locally or Jewish faith in the community deeds) as important for Jews. online, or interview a to Obeying the Torah means giving find out about the Jewish faith in to those who are poor England

Skills and attitudes Cross curricular links • Investigation • PSHE • British Values • Art • Understanding of a different faith • English • P4C • ICT • Citizenship

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 155

Jewish Faith Key Stage 1

Key Question 4: Why are some times special?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Respond to the idea that we all • Recognise that people, including • Talk about recent celebrations of celebrate on special occasions themselves, like to celebrate on their own, eg a birthday special occasions • Begin to recognise that some • Identify times which are special to • Watch a video or hear the story times are special for Jews Jewish people and celebrated in a behind and Pesach. special way eg Role play or retell with puppets - Pesach () - Make and play the - Hanukkah game - Create models of (Hanukkah candlestick) and write in the flame shapes about special times which they like to celebrate - Make models of seder plates. Label and explain the symbols - Make a Menorah

• Recognise that at Tu B’Shevat • Find out about Tu B’Shevat and Jews celebrate the gifts of the how Jews collect money in natural world and also being England connected to others and our inner - Look at the school selves. Jewish school children environment and talk about plant trees as symbols of this. the importance of trees and Some Jews raise money to plant ‘roots’ trees in so that they can - Where would pupils like to feel they have roots there and are plant a tree in order to have part of the a bit of themselves there? - Who do they feel most connected to? - What would they like to say ‘thank you’ for in the natural world? - This work could form a display

Skills and attitudes Cross curricular links • Investigation • Understanding of a different faith • English • Drama • DT • Science • PSHE

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 156

Jewish Faith Key Stage 1

Key Question 5: What can be learnt from the lives of significant people of faith?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Begin to recognise that Jewish • Show awareness that Jewish • Hear about Kashrut (Kosher) children learn from older children learn from their parents kitchen and play a matching members of the faith, including how to keep a Kashrut (Kosher) game, matching pictures to the their family home heading ‘Kashrut’ and ‘not Kashrut’

• Understand that some people are • Identify the rabbi as a person • Look at pictures in a picture pack trained to teach others, eg a who teaches about Jewish laws which show a rabbi teaching. rabbi and living Learn some simple laws that children learn eg - Do not lie - Care for others Invent role plays or make up stories in which children put these laws into action

• Understand that some stories are • Recognise some Jewish stories • Watch a video or hear some largely passed down orally which might be handed down Jewish stories which Jewish within families eg children might enjoy hearing at - Joseph (Genesis 37 – 50), home - Daniel in the lions’ den - Talk about what these (Daniel 6) stories mean for people - Queen Esther (book of today Esther)

• Identify people who teach and • Identify a list of people who teach • Think about someone who influence them them teaches them eg a parent, teacher, older sibling or grandparent - Draw pictures of this person and write some simple things they have learned from them

Skills and attitudes Cross curricular links • Investigation • PSHE • History • English • Drama • Art

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 157

Jewish Faith Key Stage1

Key Question 6: How do I and others feel about life and the universe around us?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Identify difficult or puzzling • Suggest meanings which might • Watch a video or hear some questions that might arise from be found in stories which raise Jewish stories that raise puzzling some Jewish stories difficult questions eg questions. - Daniel in the lions’ den: - talk about some of those righteousness and salvation; puzzling questions and (Daniel 6) about the fact that - Noah; anger, judgement and sometimes questions are promise (Genesis 6 -9) difficult to answer - Abraham and Isaac; • Use ‘Godly Play’ to further their sacrifice, duty and obedience understanding (Genesis 21 – 22)

• Respond sensitively to difficult or • Ask questions about experiences • Hear secular stories which deal puzzling questions relating to of their own which are difficult or with sensitive issues they might their own experiences and those puzzling eg the death of a pet have experienced eg of others . The Goodbye Boat by Mary Joslin . Badger’s Parting Gifts by Susan Varley (both deal with bereavement) . Talk about the questions they may have and think about the positive messages these stories have even though the questions are still difficult to answer

Skills and attitudes Cross curricular links • P4C • English • Understanding of a different faith • PSHE • History • SMSC

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 158

Jewish Faith Key Stage 2

Key Question 1: Why are these words special?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Describe how some stories from • Describe stories from the Tenakh • Watch a video or hear stories the Jewish scriptures can be (Jewish scriptures) which from the Torah, create role used to explain some of life’s exemplify beliefs eg. plays and describe what the questions − Jews believe that God works message of these might be for through people Jews and for ourselves Jonah/Samuel; (books of Jonah, 1Samuel 1 – 28) − Jews trust in God; Abraham and Isaac; (Genesis 12-17) − God works through friendships David and Jonathan (1 Samuel 18-20) − Suggest answers to questions about why these stories are special and what they might mean

• Link this to the special place of • Link the importance of these • Look at some pictures of Torah the Torah in Jewish worship stories with how the Torah is scrolls and hear about how they respected and treated are treated in a special way eg - How is it dressed? - Where is it kept? - How is it handled? - Use of special materials

. Understand the care and effect in • Describe the process of designing • Make a Torah scroll making something special a special object

. Suggest what they think the most • Describe what messages they • Write creatively about finding or important book in the world think the most important book in inventing ‘The Most Important should say the world should tell people. Book in the World’: - What should the message be? - How do people respond to, and treat, the book?

Skills and attitudes Cross curricular links • Investigation • English • Interpretation • Drama • P4C • DT • Understanding of a different faith

Websites and Publications

• Useful Jewish websites (KS1, 2 and 3) please see page 177 • Useful Jewish publications (KS1, 2 and 3) please see page 169 • Acronyms used within this section – please see page 169

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 159

Jewish Faith Key Stage 2

Key Question 2: Why are some places special?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Recognise the importance of the • Describe the interior of a • Use a picture pack or images synagogue in Jewish life and synagogue, using correct from the Internet to make links use religious language to terminology between what the inside of a describe some rituals and synagogue looks like, and what artefacts connected with a • Describe some similarities and Jewish people do there synagogue differences between a Reformed synagogue and an Orthodox • Watch a video about a synagogue – eg screen synagogue service and visit a separating women local synagogue or interactive web-site and describe some of its features

• Make models of and label the parts

• Recognise that some people • Describe different people and • Interview a Rabbi about the have special roles roles within a synagogue study and prayer which happen in his or her synagogue • Make links between some different elements of worship e.g. study and prayer, and the role of the Rabbi

. Understand the importance of • Understand why Jerusalem is a • Look at pictures of parts of the history in the value of a place special place for Jewish people city eg - The Western wall . Describe the impact of - The Temple Mount Jerusalem on Jewish people - Use travel agents magazines today to plan a trip to Jerusalem for a Jewish friend. - What will they want to see and do, and why?

• Re-enact Jewish stories about Jerusalem eg. - The housing of the Ark of the Covenant (1Samuel 6; -8) - The building of ’s Temple (1 Kings 5-8)

. Explore their feelings with the • Make links with their feelings • Talk about places they have way they feel about a special about special places of their own visited which mean a lot to them. place of their own Describe the special feelings connected with that place and how they might feel if they could never go back to that place, or if someone spoiled it for them

Skills and attitudes Cross curricular links • Investigation • English • P4C • PSHE • Understanding of a different faith • Geography • DT • ICT

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 160

Jewish Faith Key Stage 2

Key Question 3: How can faith contribute to Community Cohesion?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Describe, using religious • Describe some of the ways a • Look at some examples and vocabulary, ways in which Jewish Jewish family worships at home make a mezuzah and create people show their belief in God: eg their own text about what they - at home - The Mezuzah; want people in their home to - at the Synagogue - Shabbat; learn and remember and pass • Recognise the impact of being - Educating children eg telling on to others Jewish on some aspects of faith stories, telling stories - Set a Shabbat table and re- beliefs, values, and lifestyle about enact the symbolic rituals connected with Shabbat

. Suggest some of their own • Learn about some core Jewish • Read and talk about the Shema beliefs and values and describe beliefs (Deuteronomy 6) and make their how this might affect how they - God own mezuzah or live - The Torah - Write a ‘shema’ of their own, - The people of Israel describing people, places - The land of Israel and beliefs which are - Kashrut (Kosher) food laws important to them - Draw up a menu for a dinner • Think about some beliefs of their party with Jewish guests own eg what is valuable or important and how this is • Look at the Ten expressed Commandments, draw up a class list and then a personal list of Ten Commandments, - check against recent public surveys • Describe the Synagogue as a • Describe what happens at a • Design a poster to advertise place of worship and understand Synagogue for the community: what is happening at the the Synagogue as a spiritual - Learning Synagogue including Shabbat centre of community - Community events services. Friday evening: Saturday morning: Saturday afternoon and also any community events outside of worship. • Recognise that faiths have • Describe how Jewish children • Watch a video or find out about ‘coming of age’ rituals and prepare for Bar Mitzvah and Bat Bar Mitzvah and Bat Mitzvot: describe such rituals of their own Mitzvot, and what these − Preparations ceremonies involve and mean − The ceremony − Its meaning • Make links between these • Talk about the sort of things they practices and ‘coming of age’ are allowed to do as they tag">get ceremonies in their own lives and older, about becoming more in wider society grown up, about secular ‘coming of age’ symbols eg − Driving a car − Having an 18th birthday party − What makes someone ‘grown up’?

− Is it a question of age or

responsibility?

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 161

Jewish Faith Key Stage 2

Key Question 3 contd: How can faith contribute to Community Cohesion?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Understand the importance of • Find out about the impact of • Find out why Jewish children learning history and stories in Jewish schools for Jewish attend Jewish school eg to understanding faith children - learn about the Jewish faith, - read and write in Hebrew • Suggest answers to questions • Suggest why community activities • Hear about why Jewish people about why being part of a and actions make a difference help within the community, community is important Mitzvah (religious duty). Link this with how they feel when they do something for the common good, eg - Something good for someone else - Something which lots of people will benefit from - How does this help people to develop a sense of belonging? - What would their town be like if no one ever did anything for others?

Skills and attitudes Cross curricular links • Investigation • PSHE • Commitment • DT • P4C • English • British Values • Drama • Understanding of a different faith • ICT • SMSC • Citizenship

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 162

Jewish Faith Key Stage 2

Key Question 4: Why are some times special?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Think about how we all celebrate • Recognise that people, including • Talk about recent celebrations of on special occasions themselves, like to celebrate on their own eg a birthday special occasions - Describe the similarities and differences between this occasion and a religious celebration

• Describe why some times are • Describe times which are special • Watch a video or hear the story special for Jews to Jewish people and celebrated behind and in a special way eg - Role play or creative writing - Purim to draw out the significance of - Sukkot the festival for Jews - Find out how Jews celebrate these festivals and make some of the artefacts connected with them for display - Talk about the themes and feelings behind the festivals and when they might have experienced something similar. Discussion could start with ‘Why is Esther a good heroine?’

Skills and attitudes Cross curricular links • Investigation • DT • Appreciation • English • Understanding of a different faith • Drama

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 163

Jewish Faith Key Stage 2

Key Question 5: What can be learnt from the lives of significant people of faith?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Describe the impact of Abraham • Link this with the respect Jews • Watch a video or read about the on Jewish people have for Abraham, the founder of story of Abraham and role play the faith parts of it

• Make links between the concept • Describe the life of Abraham, and • Explore the idea of a family tree. of ‘covenant’ and agreements his legacy Link Abraham with Isaac, and relationships of their own Jacob, Joseph, the 12 tribes of Israel and Moses, on a timeline

• Understand the importance of • Make links between the covenant, • Explore the meaning of promises and life’s hopes and between God and Abraham and ‘covenant’ and talk about dreams the special relationships and agreements they make with agreements which they have with people, and relationships they people have which involve ‘give and take’ - Find out about some modern Jewish role models eg Anne Frank (diarist) - Sir Alan Sugar (businessman and TV personality) - Maureen Lipman (actor) - Sir Yehudi Menuhin (musician) - Rose Heilbron (judge) - Michael Marks (co-founder of Marks & Spencer chain) - Benjamin Disraeli (Prime Minister)

• Describe what inspires them in • Describe the qualities they would • Create a hall of fame, with the people they follow or respect look for in an inspiring leader or pictures of people they admire role model and respect. - Talk about the qualities they look for in a leader

Skills and attitudes Cross curricular links • Investigation • History • P4C • PSHE • British Values • English • Understanding of a different faith • SMSC • DT

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 164

Jewish Faith Key Stage 2

Key Question 6: How do I and others feel about life and the universe around us?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Identify questions that are difficult • Suggest meanings which might • Write a creation story in their to answer which might arise from be found in Tenakh stories which own words some stories in the Jewish raise difficult questions eg. - Examine a failure of sacred texts and historic - Two stories of creation, guardianship experience (Adam and Eve, original sin - Write a creative story about and God’s command of a righteous man with an guardianship of the earth unrighteous family. (Genesis 1-3) - Write a poem about the - Noah, a story of arrival of the rain righteousness, preparation, - Draw an illuminated map of anger, judgment and the conquest of Canaan. promise, (Genesis 6-9). - Make Purim lights - Joshua and the conquest (Joshua 1-6, 12-13) - Esther and the story of Purim () • Relate lessons from sacred • Look at the tensions in the • Using the Internet collect stories stories with modern contexts modern state of Israel with from different communities in Palestine and her neighbours, and around Israel/ Palestine relating this to the stories of - Read experiences of the Joshua. Shoah, particularly those - The Shoah and its by children commemoration on Yom Hashoah (Holocaust Memorial Day) relating the context with Esther (Book of Esther), the fiery Furnace: (Daniel 3) and the historical contexts in the 20th century CE • Respond sensitively to difficult • Ask questions about experiences • Using newspapers or a news questions, recognising that there of their own which are difficult or website, make a portfolio of may not be answers, but relating puzzling: stories from one conflict or all the to their own experiences and . Why are there always wars? conflicts reported in a certain those of others . Why do people claim the week same land? . Why do people reject the evidence of Global warming?

Skills and attitudes Cross curricular links • Investigation • History • Reflection • English • P4C • Science • Understanding of a different faith • PSHE • Geography • Art • ICT • SMSC

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 165

Jewish Faith Key Stage 3

Key Question 1: Why are these words special?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Explain and interpret rules in the • Explain the importance of the Ten • Consider what personal, local home, school, country, and Commandments. Which are and global rules are for: evaluate the effects of keeping important to them and why are - What gives them authority? and breaking these rules they important? - Write a diary about personal commitments: why they exist; how they are honoured; what effect they have on daily life - Produce a manifesto: ‘My rules if elected to run the world’ • Give informed accounts of some • Explain the importance of • Research the Torah and its Jewish sacred texts and aspects Torah/rules for Jewish belief relationship to God/Moses of its teaching eg - The Ten Commandments (Exodus 20); Torah • Demonstrate an understanding of the concept of shared boundaries in community cohesion

• Explain the Jewish response to • Explain the Mitzvot (commands • Produce a ‘user-guide’ for the their rules in a variety of of God) and how Jewish people teachings of the Torah and the situations respond to this practical effect this might have on daily living • Explain the impact of Bar • Explain the impact of Bar • Analyse the effect of transition to Mitzvah/Bat Mitzvot (son and Mitzvah/Bat Mitzvot (son and adulthood daughter of the commandments) daughter of the commandments) Bat Chayil

Skills and attitudes Cross curricular links • Investigating • PSHE • Philosophy • English • Analysis • ICT • History

Websites and Publications

• Useful Jewish websites (KS1, 2 and 3) please see page 177 • Useful Jewish publications (KS1, 2 and 3) please see page 169 • Acronyms used within this section – please see page 169

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 166

Jewish Faith Key Stage 3

Key Question 2: Why are some places special?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Interpret the layout of a typical • Explain and interpret the different • Find out about the uses of synagogue layouts of synagogues in synagogues through particular Orthodox and visits/speakers (real or virtual Reformed using ICT) - Jewish Institution eg Manchester Jewish Museum • Explain the difference between • Discuss the development of Orthodox and Reformed traditions and how they are synagogues practised today • Explain synagogue worship and • Find out about the different uses of • Consider places in their own the different uses of the a synagogue and how a lives where they might go to synagogue synagogue is treated by its meet groups of people with congregation similar interests, or to learn about something which interests them - What sort of atmosphere do these places have? - How it is enhanced? - What links can be made? • Explain Jewish beliefs about the • Understand the significance of • Read extracts from the Jewish role of God in giving Jewish Israel/Jerusalem Scriptures about God’s promises people the land of Israel to the Jews regarding the land of Israel and Jerusalem • Evaluate why some sites are • Explain why, historically and • Watch a video or news report sacred and why some today, Israel and Jerusalem are from Jerusalem during troubled sites/countries are sacred to places of pilgrimage for Jewish times and write the diary entry of more than one religion people living in the a Jewish person living outside Israel in response • Evaluate the significance of • Discuss the importance of • Consider the places in which having somewhere to meet other meeting together with others they meet their friends or groups members of a community, with shared interests, the places somewhere to study and they go to be alone/pray/reflect somewhere to pray – in their own as appropriate. lives and the lives of others - Evaluate the value and significance of these places in daily life • Explain why Israel and • Use ICT to find out about Jerusalem are important for Israel/Jerusalem/ Vashem, Jews and explain the impact of then: Yad Vashem as a place of - Write a travel guide of Israel, pilgrimage aimed at those visiting on a pilgrimage, with pictures and text explaining the highlights of the trip - Write a guide to Yad Vashem for visiting Jews and non- Jews, explaining its significance for Jewish people

Skills and attitudes Cross curricular links • Investigating • Geography • Analysis • English • Philosophy • ICT • PSHE

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 167

Jewish Faith Key Stage 3

Key Question 3: How can faith contribute to Community Cohesion?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Give informed accounts of the • Explain the daily life of a Jewish • Use artefacts/photo key beliefs of the Jewish faith eg family and their home life as packs/speakers/visits/videos/and - The Shema (Deuteronomy 6) influenced by their beliefs ICT to find out about key Jewish - Kashrut (Kosher) food laws; beliefs which affect lifestyle and - Laws governing social behaviour behaviour • Evaluate how the key beliefs of • Look at the effect of Jewish • Plan a menu for a banquet at the Jewish faith influence the beliefs on the home eg which there will be Jewish daily life of Jewish people - Mezuzah guests - Shabbat - Kashrut (Kosher) food • Write a letter/booklet for the - The Shema – ‘Hear O Israel, head teacher outlining what you must love the Lord your provision is needed within school God with all your heart, with all for Jewish pupils at lunch-time your soul, with all your strength’ (Deuteronomy 6) • Explain the pattern of the Jewish • Identify the main Jewish festivals • Research the Jewish religious year and their order and symbolism year and apply the festivals to family life • Give an account of how young • Create a wall display about Jews are taught their religion at Jewish home and synagogue home life in the Orthodox, Reform - Evaluate the effect of being and Liberal traditions Jewish on daily life eg - the role of a Jewish mother in co-ordinating the home and living faithfully at home - the impact of the Shabbat and other festivals on Jewish life. • Analyse and contextualise the • Identify small or oppressed • Make a portfolio of stories about difficulties which may be faced by Jewish communities these situations using Jewish people in a predominantly newspapers or their website, non-Jewish society reflecting a diversity of opinion • Evaluate the beliefs that influence • Evaluate their own beliefs and the • Create their own creed, ‘I their own actions and daily life effect these have on their social believe…’, and write one relationships summarising what they see as the most important Jewish beliefs

Skills and attitudes Cross curricular links • Investigation • Food Technology • Philosophy • ICT • British Values • English • History • Geography • PSHE • Citizenship

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 168

Jewish Faith Key Stage 3

Key Question 4: Why are some times special?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Consider landmarks in their own • Consider key events in their lives • Draw their own journey of life as life and evaluate the significance a map with symbols marking key of these events or times. Label with reflections on why these times are significant • Explain the significance of the • Make links between these and • Use ICT to research Jewish rites Jewish life cycle for Jewish religious occasions in the Jewish of passage people, including: faith - Then draw a similar map for a - (Circumcision) as - Give informed accounts of Jewish boy, marking on a birth ceremony (8th day) Jewish rites of passage and of symbols to represent Brit - Bar Mitzvah/Bat Mitzvot the impact these have in the Milah (Circumcision) Bar - Weddings lives of Jews Mitzvah, his wedding, the - Funerals birth of his own children, his - Mourning and beliefs about funeral and what happens afterlife next • Explain the meaning and role that • Understand the roles repentance • Imagine they are Jewish and repentance and forgiveness plays and forgiveness play in Jewish keep a personal diary about in the Jewish faith and secular society, with Rosh Hashanah and Yom reference to Rosh Hashanah and Kippur. Consider the effects of . Understand the repentance and forgiveness in importance of the Days of Awe their own lives

Skills and attitudes Cross curricular links • Investigating • PSHE • Philosophy • History • Self-understanding • English • ICT

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 169

Jewish Faith Key Stage 3

Key Question 5: What can be learned from the lives of significant people of faith?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Interpret some Jewish teachings • Give an account of the lives and • Apply these teaching points to from the time of Moses and know teaching of Moses the world today and evaluate why he is important to Jews of • Evaluate the effect of his teaching how far they are being met today in the lives of Jews today • Evaluate the legacy of famous • Give an account of the life of a • Research the life of a Jewish Jewish people and how they famous eg Anne Frank and person eg Anne Frank, (or other expressed their faith explain its impact modern people in the Biography) - Steven Spielberg - Find out how they expressed - Albert Einstein their Jewish faith under - Dustin Hoffman persecution - Contemporary sports/celebrity/ - How they might inspire other Jewish individuals Jewish people today - Who inspires us for the way they hold true to their beliefs today? - What makes someone inspiring when they do this? • Explain what happened during • Find out about the • Find out what happened during the Shoah/Holocaust and Shoah/Holocaust the Shoah/Holocaust and how it consider the questions about is marked by Jews and others in suffering and God which this the world today raises • Read a poem/story about grief and, in response to their learning about the Shoah/Holocaust, compose their own • Ask some questions about suffering and the existence of God which something like the Shoah/Holocaust raises, and say what they think in response to these questions - Have a class debate about whether the Shoah/Holocaust disproves the existence of God

Skills and attitudes Cross curricular links • Investigating • History • Critical thinking • PSHE • Self-understanding • English • Philosophy • SMSC

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 170

Jewish Faith Key Stage 3

Key Question 6: How do I and others feel about life and the universe around us?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Give an account of Jewish beliefs • Explain some key Jewish beliefs • Talk about some Jewish beliefs about death and life after death about: life after death, creation about life after death, creation and the existence of God and God • Think about their own views and • Consider other points of view on • Talk about personal beliefs/ understanding of death death and recognise that people experiences respond differently to grief • Interpret Jewish attitudes to • Consider questions and suggest • Talk about Jewish creation belief creation and the world answers to questions about and how it seeks to explain the suffering and the existence of God. issue of life/evil and suffering/death • Explain the importance of • Consider the sensibilities in • Hold an event on Yom remembrance commemorating a tragedy Hashoah/Holocaust Memorial Day. - Find out about the events in Barnsley and elsewhere • Explain and evaluate Jewish • Express their own point of view in • Offer views and their own beliefs in the existence of God, response to these beliefs responses to these beliefs making links with their own point of view

Skills and attitudes Cross curricular links • Investigating • History • Analysis • PSHE • Evaluation • English • Self-understanding • Philosophy

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 171

Jewish Faith

Key Stages 1, 2 and 3

Useful websites

A Google search BBC Bitesize Jewish Faith accesses the following websites:

• – KS1 Religious Education – A Jewish family goes to the synagogue to celebrate Shabbat, etc. • Judaism – KS2 Religious Studies – four learner guides + 21 class clips – what is Passover etc. • Judaism – KS2 Religious Education – four learner guides + 21 class clips – celebrating Shabbat in a Jewish home etc. • GCSE Religious Studies – students can choose the exam specification that matches the one studied. • KS2 Judaism/ How it’s Based on the Laws revealed to Moses – KS2 RE quiz. • KS3 Judaism – the beliefs and ideas of Jewish people – KS3 RE quiz.

Related searches include – bbc bitesize, jewish, jewish family, jewish festivals, jewish beliefs, jewish afterlife, what is judaism? etc.

A Google search Facts for Kids Judaism accesses the following websites:

• Judaism Facts – Softschools.com – a list of interesting facts. • Judaism Facts for Kids – Kids Encyclopaedia facts including The People of Israel, Kosher foods, Shabbat etc. • Judaism Facts for Kids/Kidz Serach.com – detailed information on Kashrut (Jewish Food Laws), Shabbat, Kinds of Judaism etc. • Judaism for KS1 and KS2 children/Jewish faith homework – Top Ten Facts, timeline, photo gallery etc. • Judaism Facts: Lesson for Kids/Study.com – Judaism and the Jewish People, the teachings of Judaism etc.

Related searches include – 5/10 facts on judaism, torah facts for kids, history of judaism for kids, judaism basics for kids, judaism for children, judaism summary for kids, judaism fun facts etc.

Other useful websites include:

• Judaism Primary Resources for KS1 – Twinkl (account required) – activity sheets, games, PowerPoints etc. www.twinkl.co.uk • Judaism KS2 RE Resources – Twinkl (account required) – Jewish Creation story, Hanukkah, the Synagogue etc. www.twinkl.co.uk • KS2 Judaism Worksheets Primary Resources – Twinkl (account required – PowerPoints, worksheets, writing frames etc www.twinkl.co.uk

NB Websites above correct at time of publication

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 172

Jewish Faith

Key Stages 1, 2 and 3

Useful publications

• Times to Remember – A Day to Rest (KS1 – Big Book) – Religious and Moral Education Press. • Start-up Religion – Visiting a Synagogue/The Jewish Faith (KS1/2) – Evans Brothers Ltd. • Let’s Find Out About – Jewish Synagogues (KS1/2) – Raintree Publications. • Our Culture – Jewish (KS1/2) – Franklin Watts Ltd. • My Community – Jewish (KS1/2) – Franklin Watts Ltd. • My Life, My Religion – Jewish Rabbi (KS1/2) – Franklin Watts Ltd. • Stories from Faiths – The Temple Lamp and Other Stories (KS1/2) – QED Publishing. • Where we Worship – Jewish Synagogue (KS1/2) – Franklin Watts Ltd. • Celebrations – Hanukkah (KS1/2) – Heinemann Library. • Everyday Religion – My Jewish Life (KS1/2) – Hodder Wayland. • Places of Worship – Synagogues (KS2) – Heinemann Library. • World of Faiths – Judaism (KS2/3) – QED Publications. • Introducing Religions – Judaism (KS2/3) – Heinemann. • Storyteller – Jewish Stories (KS2/3) – Evans Brothers Ltd. • Religious Signs and Symbols – Judaism (KS2/3) – Wayland Publications Ltd. • A Year of Festivals – Jewish Festivals (KS2/3) – Franklin Watts Ltd. • Communities in Britain – Jews in Britain (KS2/3) – Franklin Watts Ltd. • What I Believe – A Young Person’s Guide to the Religions of the World (KS2/3) – Macdonald Young Books/The Book People Ltd. • Religion in Focus – Judaism (KS2/3) – Franklin Watts Ltd. • Holy Places – The Western Wall (KS2/3) – Heinemann Library. • Religions of the World – Judaism (KS2/3) – Wayland. • Sacred Texts – The Torah and Judaism (KS2/3) – Evans Brothers Ltd. • World Religions – Judaism (KS2/3) – Franklin Watts Ltd. • My Belief – I am a Jew (KS2/3) – Franklin Watts Ltd. • Lesson Bank Religious Education – Judaism (KS2/3) – Belair Publications. • Beliefs and Cultures – Jewish (KS2/3) – Franklin Watts Ltd. • Celebrate – Jewish Festivals (KS2/3) – Heinemann.

Acronyms used within this section:

ICT – Information and Communication Technology DT – Design Technology P4C – Philosophy for Children SMSC – Spiritual, Moral, Social and Cultural Development PSHE – Personal, Social and Health Education

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 173

VISITING A PLACE OF WORSHIP

JEWISH SYNAGOGUE

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 174

GENERAL INFORMATION

It is always advisable to:

• Visit a place of worship prior to a class visit, if this is possible • Prepare pupils as much as possible prior to a visit • Obtain a risk assessment for the place of worship prior to a class visit • Check class limits - each place of worship may have a different class limit

Donations

Voluntary donations towards the upkeep of a place of worship are always appreciated.

Contact Details

Contact details for a variety of Interfaith Centres can be found on the LA RE website with recommendations from SACRE/school visits.

Dress Code

Modest clothing should be worn. Men/boys - heads must be covered - a baseball cap is adequate. Long trousers should be worn. Short trousers should only be worn by younger boys if they are part of school uniform. Women/girls - There is no requirement to cover heads. Long skirts/trousers and a modest top. Low necklines and crop tops are unacceptable.

Behaviour

• Respect the building as a place of worship. It is regarded as special to the people who worship there • Mobile phones should be turned off whilst in the building • Photography is permitted at most times. Please check with the Faith Tutor prior to the visit • Alcohol should NOT be consumed before visiting the Synagogue and is NOT allowed on the premises • Smoking is NOT allowed on the premises

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 175

Jewish Faith Glossary

Most religious words in the Jewish faith are Hebrew, the language of the Scriptures and off the people. However, the language has been alive for over 3000 years so there are variations even in Hebrew. The preferred form used through the syllabus is the Sephardic pronunciation, used in modern-day Israel. However, other forms are listed in the glossary as variants. However, since the Jewish Diaspora of 70 CE, many terms have been mixed with the languages of the host communities, as well as a Jewish dialect, , a mixture of Hebrew, German and Russian which was developed and used throughout much of Central and Eastern . Words from Hebrew have been transliterated and thus there are various listed alternatives, and often many more as well. Literal meanings are shown in italics.

Afikomen [Greek] Ark Bat Chayil Dessert. Portion of a matzah Box. (i) Any box. (ii) The boat See Bat Mitzvah. eaten near the end of the in which *Noah, his family Seder. and the animal kingdom Bat Mitzvot were saved. (iii) Basket in Daughter of Commandment. Agadah which baby *Moses was As Bar Mitzvah, but for girls Telling. Rabbinical teachings placed on the Nile. (iv) The from 12 years old. May be on moral values. Also spelt Ark of the Covenant. (v) marked differently between Aggadah. Aron Hakodesh. communities. Also called Bat Chayil. Aggadah Ark of the Covenant See Agadah. [English ] BCE (Before ) Wooden box, decorated in [English abbreviation] gold, into which the two sets Commonly used secular and Key prayer at the conclusion of stone tablets containing historical reckoning used of each service. the Ten Commandments throughout this syllabus. were placed. It was so holy, that anyone touching it died. Beit ha Knesset To go up. (i) Ancient Carried in front of the people House of Assembly. See gathering of people at the of Israel in the later part of Knesset Jerusalem Temple for Exodus, into battle and festivals. (ii) Being called to placed in the Temple by' Berit Milah read the Sefer Torah in the Solomon when it was built. See Brit Milah. Knesset / Synagogue. (iii) Lost or hidden at the time of The migration of Jews to ·Jeremiah. Bet ha Knesset Israel House of Assembly. See Aron Hakodesh Knesset Holy Ark. The focal point of Standing. The standi ng the Knesset I Synagogue, Bet Haknesset prayer. containing Torah scrolls. See Knesset.

Archangel Michael Ashkenazim [Yiddish ] Bet Hamidrash "Who is like God ?". The Jews of Central and See Knesset. angelic prince and protector Eastern European origin. of the people of Israel Beth Shalom (Daniel 10 & 12) Bar Mitzvah House of Peace. A museum Son of Commandment. A and study centre on the boy's coming of age at 13 Shoah near Relford. years old, usually marked by a Knesset I Synagogue ceremony and family celebration.

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 176

Bethel Chasidim Gemarah House of God. Home of altar See Hasidim. See . of *Abraham. *Jacob had a dream nearby. An important Chasidism See Hasidism. Genizah worship centre, the Ark of Storage place for damaged the Covenant was kept here Chazan religious texts. for many years. Leader of reading, singing and chanting in the services Bethlehem of some Knesset I Completion. Passages from House of bread. Hometown Synagogues. Also called Nevi'im (Prophets) read in of King *Dawid. or Cantor. the Knesset / Synagogue (linked to weekly Torah and Bimah festival readings). Dais . Raised platform Five. The Torah in book primarily for reading the form, used in the Knesset / Hagadah Torah in the Knesset I Synagogue and the home. Telling. A book used at Synagogue. Seder. Also spelt . Brit Milah See Huppah. Haggadah Circumcision takes place on See Hagadah. the eighth day (Genes is 17). Circumcision Also called Berit Milah or [English] Religious rite of Halacha Bris. Brit Milah, performed by a See Halakhah. qualified Mohel on all Jewish Bris boys, on the eighth day after Halakhah See Brit Milah. birth. The Way. The code of conduct encompassing all Cabala Days of Awe aspects of Jewish life. Also See . Time between Rosh spelt Halacha. Hashanah and Yom Kippur Cantor when Jews think of God as Hallah See Chazan. moving from the judgement See Challah. seat to the mercy seat. Capel Hanukiah See . Diaspora Nine-branched Hanukkah (i) Scattering, of the Jewish Menorah lamp used at the CE (Common Era) people after the Fall of festival of Hanukkah, [English abbreviation ] Jerusalem in 70 CE. remembering the days the Commonly used secular and (ii) The worldwide Jewish sacred oil lasted. Also called historical reckoning used community of that period and Chanukiah or Menorah. throughout this syllabus, since. which was published in 2005 Hanukkah CE. Exodus Dedication. An eight-day (i) Escape, of the people of festival of lights to celebrate Challah Israel from including the re-dedication of the Enriched bread used the 40 years in the desert, Temple following the victory particularly on Shabbat and during which time of *Judas over during festivals. Also spelt 'Moses received the Ten the Greeks. Also spelt Hallah. Commandments and the Chanukah. Torah. (ii) Second book of Chanukah the Torah Hasid See Hanukkah. Pious. Member of the Gemara Orthodox movement of Chanukiah Commentary on the Hasidism. Plural Hasidim. See Hanukiah. included in the . Also spelt Hasidim Chasid Gemarah. Plural of Hasid. See Hasid.

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 177

Hasidism Lvrit [Hebrew] A religious and social See Hebrew. Prayer for the dead, publicly movement formed by recited by mourners, *Yisraeli Jericho including on Yorn Hashoah / (from the 18th century CE Moon City. Possibly Memorial Day. onwards). Also spelt world's oldest city, which Chasidism. some date as early as 8000 Kasher BCE. Conquered by See Kashrut. Havdalah *Joshua at the start of his Distinction. Ceremony possession of the Promised Kashrut marking the conclusion of Land. Fit I Proper. Laws relating to Shabbat. keeping a Jewish home and Jerusalem lifestyle, including diet. Also Hazzan City of Peace. Capital of the translated as Kosher or See Chazan. Jewish kingdoms and centre Kasher. of worship since the time of Hebrew King *Dawid, site of the (i) Ancient Semitic language; three Temples. Spiritual Document that defines rights language of the Tenakh centre of the modern state of and obligations within Jewish (Hebrew Scriptures) and Israel, though shared with marriage. Also spelt used by Jews for prayer and the . It was Ketubbah. study. (ii) Its modern form, conquered in 587 BCE by the everyday language in the Babylonians and Ketubbah Israel. Also called lvrit. destroyed by the Romans in See Ketubah. 70 CE. Holocaust Burnt Offering. See Shoah. Jordan Writings. Third section of the The major river of Israel, Tenakh. Holocaust Memorial Day crossed by *Joshua, [English] International Day of marking his entry into the Remembrance on January , it often Israeli collective village 27th, the anniversary of the marked political boundaries. based on socialist principles. liberation of Auchwitz- The plural is Kibbitzim. Birkenau in 1945 CE. An Judah event has been held in The Southern Kingdom, 931- Kibbutzim Barnsley since 2004 CE. 587 BCE, of the tribal lands Plural of Kibbitz. of Judah and Simeon, based Huppah around Jerusalem. Kiddush Canopy, used for a wedding Holy. A prayer sanctifying ceremony, under which the Shabbat and festival days, bride and groom stand, Province of Persia, and later usually recited over wine. either outside or in the the Roman district under a Knesset/ Synagogue. Also and a puppet king, Kippah spelt Chuppah. such as King *Herod the Head covering worn during Great. Jerusalem is its prayers, , etc. Israel capital. Some followers wear it One who struggles with God. constantly. Also called (i) *Israel - New name for Kabbalah Yamulkah and Capel. Jewish patriarch, *Jacob; Jewish mysticism often (ii) The descendants of followed by only certain *Jacob; (iii) The Northern groups, often men, after Kingdom (930-722 BCE), of reaching adulthood. Also ten tribes, based around spelt Cabala. ; (iv) The world-wide Jewish community; (v) the land of Israel; (vi) the modern nation state.

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 178

Knesset Matzot Mishkan Assembly. (i) Gathering of Flat cracker-like breads, Dwelling. The original Jews for worship, with a which have been baked travelling sanctuary used present, for study of before they rise, used at prior to the building of the Torah. (ii) The building used Pesach. permanent Temple in for this gathering. (ii) Jerusalem. Particularly, the modern Menorah Israeli parliament. In Greek (i) Seven-branched Mitzvah Synagogue. Also called candelabrum which was lit Commandment. See Shul, Bet Haknesset, Bet daily in the Temple. A key Mitzvot. Hamidrash, Bet Ha Jewish symbol and reminder Knesset, Beit Ha Knesset of the perfection of God and Mitzvot or Temple. the weekly cycle of time. (ii) Commandments. The Torah Can be used of the nine- contains 613 Mitzvot. branched candelabrum used Commonly used to describe See Kol Nidrei. in Hanukiah, used at good deeds. Hannukkah. Kol Nidrei Mohel All vows. Prayer recited on Messiah Person trained to perform the evening of Yom Kippur. See Mashiach. Brit Milah. Also spelt Kol Nidre. Mezuzah Moshav Kosher A scroll placed on door posts Collective village or farm in See Kashrut. of Jewish homes, containing Israel. a section from the Torah and Ladino often enclosed in a Moshavim Language used decorative case. Plural of Moshav. predominately by Sephardim. Mezzuzah Moshiach See Mezuzah. See Mashiach. Liberal One way/ tradition of [German] Ner Tamid following the Jewish Faith. Collections of various Eternal light. The perpetual Rabbinic commentaries on light above the Aron Magen Dawid the Tenakh. Hakodesh. Shield of Dawid (but popularly called Star of Nevi'im David). Ancient symbol Ritual bath, used for the Prophets. Second section of dating back to King *Dawid. immersion of people and the Tenakh. The best-known Jewish objects. symbol and at the heart of Noachide Laws the flag of the State of Israel. Minyan Seven laws given to *Noah Quorum of ten people (men after the flood, which are Mashiach for Orthodox), over Bar incumbent on all humankind The anointed one. Who will Mitzvah age, required for a . These laws form the herald in a new era for service. Progressive foundation for a just society. Jewish faith and all communities may include humankind. Also called women but do not always Orthodox Moshiach or Messiah. require a minyan. One way/ tradition of Avoid the Greek Christ when following the Jewish Faith. talking about the Jewish Mishnah faith. First writing down of the Oral Parev Tradition. An authoritative Neutral foods, which are Matzah document forming part of the neither milk nor meat, for See plural Matzot. Talmud, codified around 200 example vegetables, eggs, CE. fish. Also spelt Parveh.

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 179

Parveh Purim Sephardim See Parev. Festival commemorating the Jews originating from rescue of Persian Jewry as Mediterranean countries, Passover [Greek] told in the book of *Esther. especially , North See Pesach. Africa and the . Rabbi Also spelt Sefardim. Pentecost [Greek] My teacher. An ordained Fifty days. See . Jewish teacher. Often the Shaatnez religious leader of a Jewish See Shatnez. Pesach community. Festival commemorating the Shabbat Exodus from Egypt. One of [Hasidic Hebrew] Seventh Day of spiritual the three biblical pilgrim My teacher (Rabbi). The renewal and rest festivals. Pesach is term used by Hasidim for commencing at sunset on celebrated in the spring. their religious leader. Friday, terminating at Called Passover in Greek. nightfall on Saturday. Also Reformed called Shabbos or Sabbath. Phylacteries [Greek] One way / tradition of See Tefillin. following the Jewish Faith. Shabbos [Yiddish] See Shabbat. Pikei Avot Rosh Ha-Shanah Sayings of the Fathers. Part See Rosh Hashanah. Shatnez of the Mishnah containing Garments containing a ethics of Rabbinical sages. Rosh Hashanah forbidden mixture of wool Also spelt Pirke Avoth. Head of the Year. Jewish and linen. Also spelt New Year. Also written Rosh Shaatnez. Pikuakh Nefesh Ha-Shanah. Save a soul. The setting Shavuot aside of certain laws in order Sabbath [English] Feast of Weeks. One of to save a life. Ancient translation of three pilgrim festivals. Shabbat. Shavuot is celebrated in the Pirke Avoth summer, seven weeks after See Pikei Avot. Samaria Pesach. Called Pentecost in Watch tower. Capital of the Greek. Pogrom [Yiddish] northern kingdom, Israel, Organised attack on jews, from 879 BCE, until it was Shekhina especially frequent in 19th captured by the Assyrians in The divine presence. and early 20th centuries CE 722 BCE. . Shema Seder Hear. The daily Jewish Progressive Order. A home-based prayer affirming belief in one Traditions of following the ceremonial meal during God. The Shema is found in Jewish Faith. Pesach, at which the the Torah in Deuteronomy 6. Exodus from Egypt is Promised Land recounted using the Shemot Idea that God gave a land to Hagadah. Names. Seven holy names be possessed as a promise of God. to *Abraham, later returned Sefardim to from the See Sephardim. Exodus and possessed by Seven days of intense *Joshua and the 12 tribes of Sefer Torah mourning following the burial Israel. This is crucial to an Torah scroll. The five books of a close relation. During understanding of some of *Moses hand-written on this period, all ordinary work elements of . and rolled to form is prohibited. a scroll.

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 180

Shoah [Greek] Temple Mount Desolation. The suffering See Sukkot. Site of the ancient Jewish experienced by European , the Jews at the hands of the T'filin Western Wall remains. It is Nazis, including the See Tefillin. now the site of the Dome of systematic murder of six the Rock Mosque, third most million Jews between 1933 holy site of . and 1945 CE. A day of Prayer shawl. Four-cornered remembrance is held as garment with fringes Ten Commandments Yorn Hashoah / Holocaust (Tzizits). Also called Tallith. Key instructions received by Memorial Day. Also called *Moses in Sinai during the the Holocaust. Tallith Exodus (Exodus 20). See Tallit. Shield of David Tenakh See Hagan Dawid. Talmud The collected 24 books of Mishnah and Gemara the Jewish , comprising traditionally collected three sections: Torah, Ram's horn blown at the together in Jerusalem Nevi'im, and Ketuvim (Te­ season of Rosh Hashanah. around 400 BCE or Babylon Na-Kh) complied around 450 around 600 BCE. BCE. Also spelt Tanakh. Shul Schoof of Teaching. Place of Tanakh Tephilin learning of Torah often with See Tenakh. See Tefillin. a building used as a Knesset. Tefila Teshuva See Tefillah. Repentance. Returning to God. Order. Daily prayer book. Tefillah Self-judgement. Jewish Simchat Torah prayer and meditation. Also Care for the world and Rejoicing of The Teaching. spelt Tefila. environment. Also called Festival celebrating the Tikun. completion and Tefillin recommencement of the Small leather boxes Tikun cycle of the weekly Torah containing passages from See Tikkun Olam. reading. the Torah, strapped on the forehead and arm for Torah [English] morning prayers on Teaching I Target See Hagan Dawid. weekdays. See also (traditionally Law). The Five Tephilin, T'filin or Books of *Moses, first part of Sukkah Phylacteries. the Tenakh. I Booth. A temporary dwelling used Temple Tu B'Shevat during the Sukkot Festival. (i) The central places of New Year for Trees. For plural see Sukkot. worship in Jerusalem, constructed by King Tzedaka Sukkot *Solomon, rebuilt by * Righteousness. An act of Tabernacles I Booths. (i) and later renewed by King charity. Plural of Sukkah. (ii) Festival *. Finally of.. One of three biblical destroyed in 70 CE. One wall Tzittzit pilgrim festivals, Sukkot is remains, the Western Wall. See Tzizit. celebrated in the autumn. (ii) Alternate name in some Jewish communities for Synagogue [Greek] Knesset. House of Assembly. See Knesset.

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 181

Tzizit (i) Fringes on the corners of Ingathering. The Jewish the Tallit. (ii) Commonly community of Israel. refers to the fringed undervest worn by some Yom Hashoah Jewish males. Also spelt Day of the Shoah. Day of Tzittzit. remembrance of the Shoah. See Holocaust Memorial Wailing Wall Day. Called because of the prayer said there, especially those Yom Kippur of petition, intercession and Day of Atonement. Fast day mourning. See Western occurring on the tenth day Wail. after Rosh Hashanah; a solemn day of Tefillah and Western Wall Teshuva. The remaining part of the at Temple Zionism Mount. Jewish prayers are Political movement, said there and can even be particularly from the 19th faxed there for around the century CE, seeking the world to be placed in the securing of a Jewish return wall. See also Wailing Wall. to the land of Israel and reclaiming , the hill of Yad Jerusalem. Hand. Hand-held pointer used in reading the Sefer Torah. To prevent unnecessary touching of the sacred word.

Yad Vashem Museum to the Shoah near Jerusalem.

Yahrzeit Year-time. Anniversary of a death.

Yamulkah See Kippah.

Yeshiva College for study of the Torah and Talmud.

Yiddish Language used predominantly by Ashkenazim, a mixture of German, Russian and Hebrew.

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 182

Biographical Summaries

The following are brief details of people mentioned in the Syllabus. Note: The dates of the Biblical characters are estimations from calculations of Biblical chronologies against historical dating.

*Aaron (c. 1450 BCE), *Daniel ("God is my judge'!, *Eve ("life giver'!, the first brother of *Moses and a Prophet in in woman, created in God's *Miriam. Priest during the Babylon. (Writer, book of own image, her husband Exodus. (Exodus 4-40, and Daniel) was *Adam. (Genesis 1-5) books of Leviticus, Numbers, Deuteronomy) King *Dawid ("Beloved'! , (c. *Ezra ("The LORD help ' ) (c. 1040-970 BCE), born in 450 BCE), priest and scribe, *Abraham ("Father of a Bethlehem, shepherd boy - part of the second return in multitude", originally called poet, who killed the Philistine 458 BCE, taught the Law. Abram "Exalted Father'! (c. giant Goliath and later (Books of Ezra and 2166-1991 BCE), the original reigned 1010-970 BCE, Nehemiah) Patriarch , married to expanding the kingdom. (1 *Sarah, whose descendants Samuel 16 - 2 King *Herod the Great (d. 4 through *Isaac's son *Jacob Samuel 24) BCE) ruled Judea as a are the Jews and through his puppet king, 37-4 BCE, son Ishmael, born to his *Deborah ("honey bee'! (c. started to build of the third concubine Hagar, the . 1225 BCE) Prophetess and Temple in Jerusalem. From Ur of the Chaldeans, Judge. (Judges 4-5) (Christian Bible - Matthew 2, but sent by God to the Luke 1). Promised Land of Canaan. *Elijah ("The LOR D is my (Genesis 11- 25) God') (c. 875 BCE) Leading *Isaac ("laughing'! (b. c. Prophet of his era, 2066 BCE), child of *Adam ("Man I Humanity"), conformed King Ahab and *Abraham and *Sarah who the first man, created in Queen Jezebel, taken up inherited the promise of God, God's own image, his wife into heaven alive in a chariot passed down through his was Eve. (Genesis 1-5) of fire. (1 Kings 17 - 2 Kings younger twin son *Jacob, 2) rather than the elder *Esau. *Alan Sugar {b . 1947 CE), (see Genesis 21-28) businessman, founder of *Elisha (" The LORD is Amstrad computers and salvation'! (c. 850 BCE) *Isaiah (" The LORD is largest shareholder in Assistant to and then salvation'! (739-701 BCE) Tottenham Hotspur F.C. successor of Elijah as Prophet. (Book of Isaiah) Prophet. (1 Kings 19 - 2 *Anne Frank (1929-1945 Kings 13). *Israel ("one who struggles CE), Dutch child diarist with God", originally called during Second World War, *Esau ("hairy'!, elder of the *Jacob), new name given by died in the concentration twin sons of Isaac and God in Genesis 32. See camp at Bergen-Belsen. Rebekah. A hunter. His under *Jacob. The nation is during the Shoah. brother *Jacob stole his named after him. inheritance. Father of the *Benjamin ("son of my right Edomite people. (Genesis *Jacob ("Supplanter", later hand'! (c. 1875 BCE), 25-27, 36) called tsrae (c. 2006-1859 youngest son of Jacob, full­ BCE), younger of the twin brother of Joseph. (Genesis Queen *Esther ("star'! (c. sons of *Isaac and Rebekah. 35-49) 475 BCE), Benjaminite girl Shepherd, married Leah and chosen as wife for King her sister *Rachel and with *Benjamin Disraeli (1804- Xerxes. She saves the Jews two maidservants had 12 1881 CE) Britain's only from a massacre, celebrated sons, including *Joseph, Jewish Prime Minister, three at Purim. (Star of the book from whom the twelve tribes terms (1852 , 1858-59, 1866- of Esther). of Israel are so named. See 68). also *Israel. (Genesis 25-50)

Barnsley Local Agreed Syllabus © BMBC 2020

Jewish Faith 183

*Jeremiah ("The LORD lifts * (1135- 1204 *Samuel ("The LORD up'J (c. 625 BCE) Prophet CE), Rabbi Moses ben hears"), Prophet and last during the last years of Maimon. A leading Jewish Judge of Israel from c. 1063 Judah, according to tradition philosopher, medical writer BCE, he anointed *Saul and hid the Ark of the Covenant and codifier of Jewish law, then *Dawid as King. (1 and took some of the royal from Cordoba in Moorish Samuel 1-28) princesses into Egypt. Spain. (Writer Books of Jeremiah *Sarah ("Princess", originally and Lamentations) *Michael Marks (1859-1997 called Sarai "The L ORD is CE), Russian refugee who Prince") (c. 2161-2029 BCE), *Jonah ("dove'! (c. 775 fled to Leeds and later co- the original Matriarch, BCE), Prophet sent to founded of the Marks and married to *Abraham, whose Nineveh. (Writer, book of Spencer chain. descendants through Jonah) *Isaac's son *Jacob are the *Moses ("drawn out'') (c. Jews. (Genesis 12-23) *Joseph ("may add") (c. 1527-1406 BCE), great 1915-1805 BCE), Favourite leader of the people of King *Saul ("asked'') son of *Jacob, famed for his Israel, delivering them from Reigned c. 1043- 1010 BCE, coat of my colours, sold by slavery in Egypt, celebrated Benjaminite, anointed by his brothers into slavery in annual with Pesach. Samuel as first King (or Egypt, where he became Received the Ten chieftain) over Israel, chief minister, ultimately Commandments from God, succeeded by *Dawid. (1 saving his family. (Genesis as well as the teachings, Samuel 9-31) 37-50) recorded in the Torah, which according to tradition he *Sigmund Freud (1856- *Joshua (''The LO RD is wrote, appearing in the final 1939, CE) 'Father of salvation" ) (c.1485-1375 four books. (Exodus- psychoanalysis' and critic of BCE), Assistant to *Moses, Deuteronomy) religion. a faithful spy, and leader of the into the *Oskar Schindler (1908-197 King *Solomon Promised Land. (Exodus 4 CE), Czech-born ("peaceable") Reigned c. 17, Numbers 13 & 16, industrialist, who through his 970-930 BCE. Second son Deuteronomy 31 and the close contact with his Jewish of King *Dawid and book of Joshua) slave labourers then set Bathsheba. Build the original about buying 1200 Jews Temple in Jerusalem. *Judas Maccabees their freedom at the end of Famed for his wisdom and ("praised man hammerer'! (d. the Shoah, as group now subsequent wealth. (Writer c. 161 BCE), leader of the known as 'Schindlerjuden'. of most of Proverbs as well rebellion against the Greeks, Credited as 'Righteous ' at as Ecclesiastes, and Song of celebrated at Hanukkah. Yad Vashem. The focus of a Songs, story in -11, Hollywood film. 1 Chronicles 28 - 2 *Korah ("bald'! (c. 1450 Chronicles 9) BCE), a name of the *Rachel ("ewe'') (c. 1925 leader who defied *Moses in BCE), beloved wife of Sir *Yehudi Menuhin (1916- the wilderness. (Exodus 6, *Jacob, mother of his two 1999 CE), British,based Numbers 16 & 26) favourite sons *Joseph and virtuoso violinist and *Benjamin. (Genesis 29-35) conductor, born in New York *Levi ('Joined") (c. 1900 City. BCE), third son of *Jacob, * (1040 - 1105 CE), whose descendants acted as Rabbi Shlomo ben Yitzhak, Rabbi *Yisrael Baal Shem priests in Israel. (Genesis 29 a French rabbinical scholar Tov (1678- 1760 CE), & 34, 1 Chronicles 6) and leading commentator on Yisrael ben Eliezer, founder the Torah and Talmud. of the Hasidism movement Rabbi *Lionel Blue (b. 1930 CE), British Reformed *Rose Heilbron (b. 1914 rabbi, broadcaster and CE), Britain's first female writer. judge.

Barnsley Local Agreed Syllabus © BMBC 2020