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 Eduqas A level 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: 1A Abraham and the establishment of the covenant of circumcision
Lesson Specific content Concepts Suggested resources Possible learning activities Homework activity
Flip- Abraham as Father of the Abram Abraham WJEC/Eduqas Religious Compile a short biography of what is
learning Jewish people. Patriarch Polytheism Studies for A Level Year 1 & known about Abraham which
activity Monotheism AS – Judaism includes each of the five concepts (you
Abraham’s belief in One – Helen Gwynne- Kinsey. can use them in any sequence), to show
God as creator of heaven that you have an accurate understanding
and earth. of his significance within Judaism.
1 The nature of the covenant Covenant www.myjewishlearning.com Pair work – research the following:
between God and
Abraham – the promise of The Jewish Study Bible – What is a covenant?
land and offspring. ed. Adele Berlin and Marc
Zvi Brettler (Genesis 12:1–3; What were the terms of the covenant
12:7; made between God and Abraham?
13:14–17).
What evidence do we have that the
WJEC/Eduqas Religious covenant between God and Abraham was
Studies for A Level Year 1 & an unconditional covenant?
AS – Judaism
– Helen Gwynne- Kinsey.
Feedback and discussion to follow.
2
2 Brit milah (circumcision) Brit milah Short video on Brit milah: Students to produce individual Prepare a presentation on
as a sign of the covenant (circumcision) https://www.youtube.com/wat mind maps on brit milah ensuring that brit milah as a sign of the covenant
(Genesis 17). ch?v=s0fkpHV4TxM each includes a relevant quotation which covers the following:
Consecration WJEC digital resources: from scripture as well as that of a
Abraham and the covenant scholar or scholars. The Abrahamic origin of the
background notes. ceremony of brit milah (Genesis 17).
http://resources.wjec.co.uk/P Students to complete the statement
ages/ResourceSingle.aspx?rI sorting task (true or false). How it is practised amongst Jews
id=2305 today.
Abraham and the covenant –
statement-sorting task (true Its significance as an act of
or false). consecration.
http://resources.wjec.co.uk/P
A scholarly view on the rationale
ages/ResourceSingle.aspx?r
Iid=2305 behind brit milah (E.g.
The Jewish Study Bible – ed. Robinson/Maimonides says …).
Adele Berlin and Marc Zvi
Brettler (Genesis 17).
Essential Judaism
– George Robinson.
www.myjewishlearning.com
WJEC/Eduqas Religious
Studies for A Level Year 1 &
AS – Judaism
– Helen Gwynne-Kinsey
3
3 The significance of Obedience Clip from Find and show a suitable video clip Review of theme 1A –
Abraham’s faith and test Sacrifice Testament – The Bible in which shows someone taking a risk There are many symbolic elements
of obedience (Genesis Faith Animation to help someone else (the RNLI within the story of the Abrahamic
22). – Abraham (from channel on YouTube has suitable covenant. Students to identify each of
19 mins 50 seconds) examples). the symbolic elements and note the
https://www.youtube.com/watc deeper meaning behind each one.
h?v=BbPJgVWPpPM Discuss the concept of sacrifice:
what is the biggest sacrifice you
WJEC/Eduqas Religious would be prepared to make, and for
Studies for A Level Year 1 & what cause?
AS – Judaism
– Helen Gwynne- Kinsey. Show the relevant clip from
Testament – The Bible in Animation
– Abraham, and explain its
significance in relation to obedience
and faith.
Pupils to prepare a 30-second

response from Abraham in answer to
the question ‘How strong is your faith
in God?’
4 Developing skills – AO1. All notes relating to theme 1A. Students to work individually
and develop each point of the basic
An AO1 examination question writing frame.
relating to theme 1A.
Peer assessment task: Students to
A basic writing frame which swap their AO1 developed writing
offers guidance as to what frames. Generic band descriptors to
might be expected in an be used as a checklist to ensure that
answer to the AO1 question the full range of information has been
set. included.
Generic band descriptors for Write a full answer to the AO1

AO1. question set.
4
5 Developing skills – AO2. Generic band descriptors for Introduce skills required for AO2
AO2. element of the specification using
WJEC digital resources.
Use the following sections
from WJEC digital resources: Share and discuss arguments which
http://resources.wjec.co.uk/Pa could be made when analysing and
ges/ResourceSingle.aspx?rIid evaluating the issues presented.
=2306
Develop each point of the basic
Evaluating from conclusions – writing frame for one of the AO2
Animation. elements of the theme.
Identifying an evaluative style

answer.
Identifying evaluative terms

and phrases.
Phrase bank.
A basic writing frame which

offers guidance as to what
might be expected in an AO2
answer in relation to one of the
issues specified.
5
Judaism Theme 1: Religious figures and sacred texts: 1B Moses and the establishment of the covenant of law
Flip- Background The significance Video: Testament – The Bible in Compile a short biography of the early
learning information on the of Moses Animation – Moses life of Moses, noting examples of
activity life of Moses. https://www.youtube.com/watch?v=GR evidence that could be used to show
T6WPn2vnQ that he was destined to play a significant
part in the history of the Israelite nation.
Make use of the following sections
from WJEC digital resources:
http://resources.wjec.co.uk/Pages/Res
ourceSingle.aspx?rIid=2305
Moses background notes.
Moses (check for understanding).
WJEC/Eduqas Religious Studies for A

Level Year 1 & AS – Judaism
– Helen Gwynne- Kinsey.
6
1 The nature and Conditional WJEC/Eduqas Religious Studies for A Provide students with background
significance of covenant Mitzvot Level Year 1 & AS – Judaism information on the nature of parity and
the Mosaic covenant – Helen Gwynne- Kinsey. suzerainty conditional covenants of the ancient
both at the time of world, as well as the terms of the covenant God
Moses and today The Living World of the Old Testament made with Moses.
(Exodus 19–20). – Bernhard W. Anderson.
Students to work in pairs and compile evidence
The Hebrew Kingdoms – E.W. Heaton. which could be used to show that the Mosaic
covenant may have been based upon a
Relevant scriptural references from suzerainty covenant.
Exodus.
Highlight the fact that the Mosaic covenant was
made with the whole nation rather than with an
individual, as in the case of Abraham. And,
furthermore, still provides the basis for the
Jewish faith today. Refer to Heaton’s four
distinctive features of the Jewish faith, which
grew up as a result of the Mosaic covenant.
2 The recording of the Covenant The Jewish Study Explanation regarding the recording
covenant by Moses Torah Bible – ed. Adele Berlin and Marc Zvi of the covenant to be given, and students given
(Exodus 24:4; 34:1–2, Brettler (Exodus 24:4) time to absorb information by referring to notes.
27–28).
Tutor’s notes. Card-sorting exercise. Students to work in small groups. Provide each
group with ten cards upon which have been
written ten points relating to the recording of the
covenant by Moses. Students to select the five
which they feel are the most significant for an
understanding of this section of the specification.
Feedback to be given, with accompanying

explanation as to why specific choices have
been made.
Discussion to follow before the group as a whole

reaches a consensus.
7
3 The importance of God’s protection for Covenant The Jewish Study Using relevant resources, students Students to compile a
obedience Idol Bible – ed. Adele to work in pairs and note bank of key terms; scriptural
(Exodus 34:10–11). Intercede Berlin and Marc Zvi Moses’ role in the renewal of references and views of
Mediator Brettler (Exodus the covenant, using the scholars/schools of thought
34:1–2, 10–11, 27–28). following words: covenant, idol, which are relevant to this
intercede, mediator, Torah (which section of the specification.
WJEC/Eduqas Religious can be used in any order).
Studies for A Level Year
1 & AS – Judaism
– Helen Gwynne-
Kinsey.
4 Developing skills – AO2. Covenant Issue for analysis Divide students into small groups Students to consider the
and evaluation: Whether with specific tasks: second issue for analysis and
covenant is a method of evaluation: how far covenant
religious control. Arguments that have the potential to is of legal value, and make
support the contention that the covenant notes in preparation for an
WJEC resource – The is a method of religious control. evaluation task in the
use of commentary for Arguments that have the potential to following lesson.
homework activity: support the contention that the covenant
resource.download.wjec. is not necessarily a method of religious
co.uk.s3.amazonaws.co
control.
m/vtc/2015-16/15-
Identification of specific scholarly
16_17/unit2/eng/theUse
OfCommentary.html viewpoints, and the bearing that they
have upon this issue.
Feedback to be given with a

spokesperson from each group offering
their evidence in turn.
Discussion to follow, with a scribe

writing up agreed findings in electronic
form so that all students have access to
the information at the end of the
session.
8
5 Developing skills – AO2. Covenant An example of an Students to work individually, Write a full answer to the
AO2 examination and compile a list of key points AO2 examination question
question relating to (minimum of five) which they feel are set.
the issue of how relevant in addressing the issue
far covenant is of presented in the question.
legal value.
Peer assessment to follow.
9
Judaism Theme 1: Religious figures and sacred texts: 1C The Torah as a source of wisdom and authority
1 To gain knowledge Torah Truetube clip: Holy Books: The Torah Show the Truetube clip ‘Holy Books: The WJEC digital resource –
and understanding Tanakh www.truetube.co.uk/film/holy-books- Torah’ which acts as a good general Torah dictionary definition
of the key terms Revelation torah introduction to this topic. Pupils can make task:
which are to be Etz chaim brief notes as they watch. http://resource.download.wjec
encountered in this Kosher List of key terms. .co.uk.s3.amazonaws.com/vtc
topic. Sefer Torah Provide each student with a list of key terms /2015-16/15-
Sofer Cards for recording key terms on one which will be relevant to this topic (vary the 16_17/unit1/eng/6a_torah_d
Aron Kodesh side, and definitions on the other order of each list so that they don’t all start efinition.html
Chumash with the same term). Students to research
Parshiot Blank cards. the meanings of each key term. Each term
Bimah to be written on a separate card, and the
Yad Four key terms for each student accompanying definition written on the
Hagbah reverse.
Mitzvot www.myjewishlearning.com
www.jewfaq.org Give each student a blank card, and choose
www.liberaljudaism.org/ one of the key terms, which must then be
www.reformjudaism.org.uk written on one side. They are to swap their
www.chabad.org card with another member of the group, and,
www.beingjewish.com without referring to any resources, see if
www.torah.org they can write the correct definition on the
www.liberaljudaism.org reverse of the card.
www.liberaljudaism.org This part of the activity can be
repeated with students ‘passing’ and
4 key terms for each student. moving on to another card should a
duplicate come their way.
Give each student four of the key terms

(varying the terms given for each one), and
their task is now to show their understanding
by writing a paragraph or two using the key
terms in context.
10
2 The receiving of the Torah WJEC/Eduqas Religious Studies for A Provide information regarding God’s WJEC digital resource –
Torah at Sinai and the Genesis Level Year 1 & AS – Judaism revelation at Sinai which is to be found in Torah dictionary definition
significance of the Exodus – Helen Gwynne- Kinsey. Exodus chapters 19–20. task:
written law (Exodus 19– Leviticus http://resource.download.wje
20). Numbers The Jewish Study Bible – ed. Adele Introduce the five books of Moses and the c.co.uk.s3.amazonaws.com/
Deuteronomy Berlin and Marc Zvi Brettler (Exodus content which is characteristic of each one. vtc/2015-16/15-
chapters 19–20). 16_17/unit1/eng/6a_torah_d
Students to show their knowledge and efinition.html
Activity which requires students to finish understanding of this section of the
off sentences which are relevant to this specification by completing an activity whereby
section of the specification. they finish sentences.
Peer assessment task to be undertaken to

check for understanding.
3 The nature and purpose Revelation www.reformjudaism.org.uk Students to research the different ways in
of Torah in Orthodox Progressive which Orthodox and Reform Jews differ in their
and Reform Judaism. revelation www.myjewishlearning.com response to the nature and purpose of the
Halakhah Torah, as well as the notion of the pre-
The pre-existent and existence of the Torah.
eternal relevance of
Torah. Following on from the research, students to
work with a partner: one to take on the role of
an Orthodox Jew, and the other a Reform Jew.
Each to give a verbal explanation to the other
of their particular Jewish point of view towards
the nature and purpose of the Torah.
If time allows, students to find a new partner,

and swap roles so that each has considered
both points of view.
11
4 Use and treatment of Sefer Torah Images and/or artefacts: Set up research workstations in teaching Students to write up
the Torah. Yeshiva Ark room covering the following aspects of the research findings in detail.
Mantle Yad specification:
Talmud Sefer Torah (facsimile) Yad
Tanakh Mantle Ark
Sefer Torah and Torah reading (in the
synagogue and home).
www.jewfaq.org
www.reformjudaism.org.uk Torah study at Yeshiva and the role of the
www.chabad.org oral Torah.
www.beingjewish.com
www.torah.org
The care and respect shown for the Torah –
ark, mantle, yad and burial.
Arrange students into small groups and

allocate each to a workstation. They are to
gather as much information as they can under
timed conditions before moving on to the next
workstation.
5 Developing skills – AO1. A range of views of scholars and/or Students to work in pairs and consider where
schools of thought which are relevant to each scholarly view and/or school of thought
this section of the specification. could best be used in relation to the content of
the specification.
Each pair can then be provided with two

scholarly views and/or schools of thought,
which they are to incorporate into two
paragraphs to show that they have a sound
understanding of their relevance.
12
Judaism Theme 1: Religious figures and sacred texts: 1D The structure and development of the Talmud and its importance within Judaism
Flip- The Talmud, Mishnah Talmud Mishnah WJEC/Eduqas Religious Studies Students to research Talmud, Using scholarly views,
learning and Gemara. Gemara for A Level Year 1 & AS – Mishnah and Gemara and write a explain why the
activity Judaism paragraph for each one which Babylonian Talmud has
– Helen Gwynne-Kinsey. gives a clear, concise definition of greater authority within
what each is. Judaism.
1 The differences between Jerusalem and Tutor’s notes. Tutor to present and explain
the Jerusalem and Babylonian information regarding the two
Babylonian Talmuds. Talmuds versions of the Talmud.
www.jewishvirtuallibrary.org
www.reformjudaism.org.uk Students to complete a
comprehension exercise relating to
the background and characteristics
Comprehension activity. of each one.
Students to create a mind map or

comparison table which highlights
the main differences between the
two versions of the Talmud.
13
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.britannica.com
14
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.
15
Judaism Theme 1: Religious figures and sacred texts: 1E Midrash in Judaism: the distinction between Halakhah and Aggadah
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.
16
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.
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.
17
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.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.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.
18
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.
19
Judaism Theme 1: Religious figures and sacred texts: 1F Rashi and Maimonides
Flip- Rashi and Maimonides. WJEC/Eduqas Compile short biographies of Rashi

learning Religious Studies for A Level and Maimonides.
activity Year 2 & A2 – Judaism
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. https://www.sefaria.org examples of Rashi’s commentary examples that could
Rashi’s approach to midrash: /Rashi_on_Exodus.23. and write their understanding of his be used to illustrate
close reading, forensic 19?lang=bi interpretations: Rashi’s importance in
exegesis and the goal of clarity the history of Talmudic
through peshat (literal study.
interpretation). Rashi on Leviticus 24:19–20 Exodus 23:19 relating to the
https://www.sefaria.org prohibition of boiling a kid in its
/Rashi_on_Leviticus.2 mother’s milk.
4.20?lang=bi Leviticus 24:19–20 relating to
compensation for injury.
Tutor’s notes.
Two students chosen at random to
give explanations of each one to the
rest of the group. Peer assessment
to follow.
20
2 Maimonides’ significance in Midrash Essential Judaism – George Robinson. Provide students with information
the history of Jewish Philosophy on three of Maimonides’ most
studies. The approach Aristotelianism An Introduction to Judaism – Nicholas significant works:
taken by Maimonides to Plurality De Lange.
midrash: philosophy and 1. The thirteen principles of faith
reason. WJEC/Eduqas Religious Studies for A 2. Mishneh Torah
Level Year 2 & A2 – Judaism 3. The guide for the perplexed.
https://plato.stanford.edu/entries/maimo Students to make notes on each work;

nides/#Cre identifying the significance of each
within Judaism.
https://www.myjewishlearning.com/arti
cle/the-thirteen- principles-of-faith/ Examples of Maimonides’ approach to
midrash through philosophy and
reason should also be highlighted.
3 Rashi’s understanding of Peshat WJEC/Eduqas Religious Studies for Provide students with information
the creation text in Bereshith Creation A Level Year 2 & A2 – Judaism about Rashi’s interpretation of
Genesis 1. ‘de novo’ – Helen Gwynne-Kinsey. Genesis 1:1. Students to complete a
comprehension activity:
https://www.sefaria.org/Rashi_on_Ge
nesis.1.1?lang=en 1. According to Rashi, why doesn’t
the Torah start where the law
begins?
2. What is Rashi’s understanding
of Genesis 1:1?
21
4 Maimonides’ Moses https://plato.stanford.edu/entries/maimo Students to undertake online Compare the views of Rashi
understanding of the Plato nides/#Cre research on Maimonides’ and Maimonides concerning
creation text in Genesis 1. Aristotle Creation ‘ex understanding of the creation text. an understanding of the
nihilo’ http://www.iep.utm.edu/maimonid/ creation text in Genesis 1 and
When the research has been present findings as a mind
http://www.jewishmag.com/117mag/mai completed, choose a number of map or Venn diagram.
monidies/maimonidies.htm students at random, and give each a
prompt card. Each student with a card
Prompt cards, each bearing a key to offer a more detailed
concept from Maimonides’ explanation/development of the
understanding of the creation text in concept on the card which they have
Genesis 1. received.
Discussion and/or questions to follow

for the purpose of clarification if the
need arises.
5 Developing skills – AO2. Role play activity: Write up arguments which

could be used for analysis
Divide students into small groups and and evaluation for the
give each one the designation of following issues:
either Rashi or Maimonides. Their task
is to put together a case, with • The relative importance
evidence, for claiming that they have of Rashi and Maimonides
had the greater impact upon for understanding
understanding the Hebrew scriptures. Hebrew scriptures.
• The extent to which
A spokesperson from each group to
Maimonides is the most
defend the position of either Rashi or
Maimonides, and also respond to complete Jewish scholar.
counter objections from the
opposition.
22
Judaism Theme 2: Religious concepts and religious life: 2A Beliefs about the nature of God/concept of God
Flip- Beliefs about the nature and Monotheism Dictionary Create a glossary of the following key
learning concept of God. Incorporeal terms:
activity Omnipotent
Omniscient • Monotheism
Omnibenevolent • Incorporeal
• Omnipotent
• Omniscient
• Omnibenevolent.
1 Absolute monotheism; God Monotheism http://www.jewfaq.org/g-d.htm Using the resources provided,

as One; God as Creator; Incorporeal El Olam students to create a mind map on the
God as incorporeal; God as WJEC digital resource – Key facts subject of God as One; Creator;
neither male nor female; about the concept of God: incorporeal; neither male nor female;
God as eternal. http://resource.download.wjec.co. eternal.
uk.s3.amazonaws.com/ vtc/2015-
16/15- Each section of the mind map needs to
16_17/unit1/pdf/en g/concept-of- include relevant quotations from
god- background-notes.pdf Jewish scripture as well as views of
scholars /schools of thought where
appropriate.
23
2 Characteristics of God: Omnipotence http://www.jewfaq.org/g-d.htm Provide students with a set of Jewish concept of God
omnipotent, omniscient, Omniscience quotations from Jewish scripture as crossword.
omnibenevolent, Holy, Omni-benevolence well as key quotes from scholars, and
Just, Perfect, Merciful Merciful WJEC/Eduqas Religious Studies for A direct them to explain how each could
Level Year 1 & AS – Judaism be used as evidence for each of the
– Helen Gwynne- Kinsey. characteristics of God.
E.g. Genesis 16:13 describes God as

WJEC digital resource –
‘the Lord who sees’. This is indicative
Key facts about the concept of God:
of omniscience as it means that God
http://resource.dow nload.wjec.co.uk.s
has the ability to see and know
3.amazonaws.com/ vtc/2015-16/15-
everything.
16_17/unit1/pdf/en g/concept-of-god-
background-
notes.pdf
Jewish concept of God crossword

http://resource.download.wjec.co.uk.s3.a
mazonaws.com/ vtc/2015-16/15-
16_17/unit1/eng/3a_the_jewish_concept_
of_god.html
Crossword answers
http://resource.download.wjec.co.uk.s3.a
mazonaws.com/ vtc/2015-16/15-
16_17/unit1/pdf/eng/3a_the_jewish_conce
pt_of_god_crossword_answers.p
24
3 God’s presence as both Kavod http://www.jewishencyclopedia.com/articles/1353 Divide students into small groups
kavod and shekinah. Shekinah 7-shekinah with each given either kavod or
shekinah to research.
WJEC/Eduqas Religious Studies for A Level
Year 1 & AS – Judaism – Helen Gwynne- The research task to be followed by
Kinsey. students being paired with someone
who researched the opposite term,
WJEC digital resource – Key facts about the and they are to explain the concepts
concept of God: to each other.
http://resource.download.wjec.co.uk.s3.amaz
onaws.com/vtc/2015-16/15- Main findings from each pair to be
16_17/unit1/pdf/eng/concept-of-god- written as bullet points on A4 paper
background-notes.pdf and displayed on classroom wall for all
to see and discuss.
Photographs of bullet points can be

taken as a record, and used for
revision.
4 Maimonides on the Predicate Essential Judaism Introduce Maimonides’ thoughts on

attributes of God. Corporeal – George Robinson. the attributes of God.
http://existentialcomis.com/comic/22 Students to work in pairs and

complete a card sort activity to
www.myjewishlearning.com present Maimonides’ thoughts on the
attributes of God in a logical order.
A set of statements on individual cards which
present Maimonides’ thoughts on the
attributes of God.
25
5 Developing skills An AO2 examination question from this section of Students to work in small Create a list of indicative
– AO2. the specification. discussion groups to complete the content for an AO2
following task: examination question from
this section of the
Explain how a Jew might respond to specification.
the following view: ‘It is impossible to
know what God is like and therefore
impossible to have a relationship with
God’.
Explain your answer using evidence

and examples from what you have
read.
26
Judaism Theme 2: Religious concepts and religious life: 2B Beliefs about God and humanity, the meaning and purpose of life
Flip- What makes us human? Humanity http://www.bbc.com/future/st Students to research and present a
learning ory/20150706-the-small-list- response in any format in answer to
activity of-things-that-make-humans- the question ‘What makes us
unique human?’
https://www.thoughtco.com/
what-makes-us-human-
4150529
1 Humanity (the self) Humanity Understanding Students to give presentations on

created in the divine Image (tzelem) Judaism – Melanie Wright. their responses to the question ‘What
image. makes us human?’ with class
https://www.myjewishlearning. discussion to follow.
com/article/created-in-gods-
image/ Explanation of the Jewish response
to the same question based upon the
Quotations: quotations from Rabbi Arthur Green
‘We are created in the image and Melanie Wright.
of God, if you will, and we
are obliged to return the
favour’. (Rabbi Arthur
Green)
‘… human beings are at the

apex of creation, because
they alone are made in the
image of God’. (Melanie
Wright)
27
2 Nefesh (life) as a divine gift; Nefesh WJEC/Eduqas Religious Explanation of concepts to be
pikuach nefesh (the sanctity of Pikuach nefesh Studies for A Level Year 1 & given.
life); nature of humanity – Yetzer hara AS – Judaism – Helen
yetzer hara (evil inclination) Yetzer hatov Gwynne-Kinsey. Students to be given an activity to
and yetzer hatov (good complete which practises the AO1
inclination). https://www.myjewishlearning.co skill of being able to show an
accurate understanding of religious
m/article/the-birth-of-the- good-
belief.
inclination/
E.g. use your knowledge and
understanding of the Jewish
concepts of yetzer hara and yetzer
hatov to complete the following task:
A Jewish man has been caught

stealing from the funds of a local
charity. He has confessed his
misdeed and has been punished by
the courts. However, he still feels
guilty and sorry for what he has done.
Imagine that you are a rabbi: what
information and advice would you
give him?
3 Developing skills – AO1. An example of an Working in small groups, students Write an answer to the
AO1 answer that illustrates a to use the generic band descriptors question analysed in class.
band 1–3 response to a to identify the characteristics of the
question requiring an answer they have been given. They
examination of the nature of are to:
humanity.
(1) Decide which band they would
Generic band descriptors for put it in.
AO1. (2) Offer at least five things that
would need to be added to
make the answer a much
stronger one.
28
4 The Shema: the content of the Shema Tefillin Students to work in groups and create Create an acrostic based
Shema (Deuteronomy 6:4–9; Covenant Mezuzah a short informative video which upon the five letters of the
11:13–21); and Numbers Tallit with tzitzit explains: word ‘Shema’ that you feel
15:37–41). The nature of sums up its
Shema as an aid to faith https://www.myjewishlearning.co 1. The content of the Shema and importance/use/value within
and remembering; Shema m/article/what-is-a-mezuzah/ its nature as an aid to faith and Judaism.
as a reinforcement of remembering.
covenant relationship and https://www.myjewishlearning.co 2. Shema as a reinforcement of
m/article/traditional- covenant relationship and the
the meaning and purpose
commentaries-on-the-shema/ meaning and purpose of life.
of life.
https://www.myjewishlearning Videos to be uploaded to
.com/article/tzitzit/
departmental website.
https://www.myjewishlearning.co
m/article/how-to-put-on-tefillin/
5 Developing skills – AO2. An example of a Working in small groups, students

strong AO2 answer that to use the generic band descriptors
illustrates a band 4–5 to identify the characteristics of the
response to a question answer they have been given. They
requiring an examination of are to:
one of the issues for analysis
and evaluation from this 1. Decide which band they would
section of the specification. put it in.
2. Highlight the characteristics of the
answer which justifies its
Generic band descriptors for inclusion in that particular band.
AO2. 3. Offer up any other suggestions as
to what could be added to make it
an even stronger answer.
29
Judaism Theme 2: Religious concepts and religious life: 2C Beliefs about judgement – the Messiah and the afterlife
Flip- The Messiah in Judaism. Messiah Living Judaism – Students to research and compile a
learning Wayne Dosick. fact file on the concept of
activity Messiah in Judaism.
Essential Judaism –
George Robinson.
WJEC/Eduqas
Religious Studies for
A Level Year 1 & AS
– Judaism
– Helen Gwynne-
Kinsey.
http://www.jewfaq.org/
mashiach.htm
https://www.myjewishle
arning.com/article/who-
is-the-messiah/
30
1 The Messiah in Messiah Living Judaism – Wayne Dosick. Present students with Provide students with an
Judaism – The Anointed One information on the concept AO1 examination
Anointed One and Judge Essential Judaism – George Robinson. of the Messiah in question, and examples of
Judge who brings Judaism. relevant quotations from
peace and goodwill to WJEC/Eduqas Religious Studies for A Level Year 1 & Isaiah, Maimonides
humanity (Isaiah 2:1– AS – Judaism In groups, students to and the Talmud.
4); the establishment – Helen Gwynne-Kinsey. create a ‘true or false?’
of a new world activity which can be used Students to write an
order. WJEC digital resources: as a whole-class quiz in answer to the question
http://resource.download.wjec.co.uk.s3.amazonaws.c which true or false cards set, making sure that they
om/vtc/2015-16/15- 16_17/unit1/pdf/eng/messiah- are held up to indicate incorporate all of the
and-the-afterlife-background-notes.pdf response. quotations in a meaningful
way.
http://resource.download.wjec.co.uk.s3.amazonaws.c Use WJEC digital
om/ vtc/2015-16/15- resource true or false
16_17/unit1/eng/7a_messiah_and_the_afterlife.html activity on the Messiah to
check for understanding at
http://www.jewfaq.org/mashiach.htm end of session.
https://www.myjewishlearning.com/arti cle/who-is-the-
messiah/
Relevant quotations from Isaiah,
Maimonides
31
2 Death and the Death Students to work in pairs. Provide each couple with
Living Judaism – Wayne Dosick.
resurrection of the dead the list of key quotes (vary the order of each list for
(Daniel 12:2); the final Resurrection each pair so that they don’t all start discussing the
judgement; olam ha-ba. Olam ha-ba same things in the same order). Students are
Essential Judaism
– George Robinson. required to (a) identify a link (or links) between the
quotes, and (b) to note in their own words the point
that they think is being made by each one.
https://www.myjewishlearning.com/article/h
eaven-and-hell-in-jewish-tradition/ Discuss outcomes. Hopefully they will have noticed
that not all Jews are in agreement about the subject
of resurrection.
Relevant quotations from Daniel,
Isaiah, Talmud.
Explain beliefs about death, resurrection and the
afterlife which are to be found in the Orthodox and
Reform traditions.
Check for understanding at conclusion of session by

playing ‘true or false?’ Use cards with ‘true’ on one
side and ‘false’ on the other which students will hold
up in response to the statements which are read
out.
3 The Pittsburgh Platform Afterlife Pittsburgh Platform Provide each student with a copy of
(paragraph 7) and (paragraph 7) paragraph 7 of the Pittsburgh platform. After
Reform views about the analysing its content they are to write a paragraph
afterlife. www.reformjudaism.org identifying what they feel are its implications for
Reform beliefs about the afterlife.
Further information can be added through online

research.
32
4 The variety of views that Messiah All information Students to work in groups and undertake a
are to be found in Judgement collated during the course of study careful analysis of all of the information
Judaism on the subject Afterlife for this theme. relating to this section of the specification.
of the Messiah,
judgement and life after Their task is to produce a Venn diagram
death. which illustrates the variety of views that
are to be found in Judaism on the subject of
judgement, Messiah and the afterlife.
Venn diagrams to be displayed in class with

a discussion to follow.
Diagrams to be photographed and shared

as an aid for future revision.
5 Developing skills – AO2. WJEC digital Use the WJEC digital resources to Create alternative arguments
resources: develop a one-sided argument in response from the ones covered in
http://resource.download.wjec.co.uk. to whether Jewish beliefs about judgement class in response to whether
s3.amazonaws.com/vtc/2015-16/15- and the afterlife are relevant for Jews today. Jewish beliefs about
16_17/unit2/eng/developingAOneSid judgement and the afterlife
edArgument.html are relevant for Jews today.
http://resource.download.wjec.co.uk.
s3.amazonaws.com/vtc/2015-16/15-
16_17/unit2/pdf/eng/Developing-a-
one-sided-argument.pdf
33
Judaism Theme 2: Religious concepts and religious life: 2D The diversity of views within Judaism with regards to mitzvot (commandments)
Lesson Specific Content Concepts Suggested resources Possible learning activities Homework activity
Flip- Mitzvot Mitzvot All course notes and resources that Review all aspects of the course studied thus far
learning (commandments). have been used up to this point. and note examples of mitzvot that have been
activity mentioned previously.
1 The mitzvot within Direct Essential Judaism Share examples of mitzvot that
Orthodox revelation – George Robinson. have already been covered during the course so
Judaism. Halakhah far.
Chukim Living Judaism – Wayne Dosick.
Give an explanation of the status of the mitzvot
Judaism – Brian E. Close. within Orthodox Judaism.
Judaism – the basics – Jacob Problem-solving task: using relevant portions

Neusner. from the Torah (different ones for different
groups), students to identify the commandment
www.myjewishlearning.com from the passage given, and work out how an
Orthodox Jew might go about making sure that
http://www.jewfaq.org/ this particular commandment continues to be
st
kept in 21 century Britain.
Scriptural examples of commandments
that continue to have an impact upon Carousel the portions from the Torah so that
the lives of Orthodox Jews. each group has the chance to complete as many
as possible.
Problem-solving tasks and solutions.
Feedback, discussion and revelation of the
correct solutions to follow.
34
2 The mitzvot within Reform Revelation Essential Judaism Students to work in pairs and research the topic of the Complete the online
Judaism. – George Robinson. mitzvot within Reform Judaism. quiz on Reform
Jews’ interpretation
Living Judaism – Wayne Dosick. When research is complete they are to create a quiz based of the 613 mitzvot.
upon Reform Jews’ interpretation of the 613 mitzvot. The
Judaism – Brian E. Close. quizzes are to be completed in electronic form, with
answers, and given to the tutor.
Judaism – the basics – Jacob
Neusner. The tutor is to scrutinize the questions and answers for
accuracy and choose a variety to be uploaded onto an
online quiz site to be accessed by all members of the
www.reformjudaism.org
group.
3 The mitzvot within Hasidic Devekut WJEC/Eduqas Religious Studies Students to work in pairs and research the topic of the
Judaism. Rebbe for A Level Year 1 & AS – Judaism mitzvot within Hasidic Judaism.
Zohar – Helen Gwynne- Kinsey.
www.chabad.org When research is complete they are to be given the key
terms devekut, rebbe and Zohar, as well as the two
Key quotes: ‘(The Baal Shem Tov) quotations, and write a response to the question ‘What do
was a mystic … he emphasized the Hasidic Jews believe about the 613 mitzvot?’
hidden truths over the revealed
aspects of Torah.’ (Weiner)
‘Everything must be done for the

sake of Heaven.’ (The Kotzker
Rebbe)
35
4 Examples of diversity Diversity A compilation of all Activity:
within Judaism with within Judaism notes and research findings
regard to mitzvot. from this section of the You are interviewing some representatives from (a) the Orthodox
specification. (b) the Reform and (c) the Hasidic communities. Write the
responses that each might give to the following questions:
1. How do you interpret the mitzvot?

2. How do you apply the mitzvot in everyday life?
3. How important are the mitzvot?
This can be followed up by a hot- seating activity where students

are chosen to represent one of the three branches of Judaism.
5 Developing skills – A variety of AO2 examination Allocate different AO2 examination questions to different students. Write a list of
AO2. questions which are relevant indicative content in
to this section of the Students to identify the views of specific scholars/schools of response to an
specification. thought that might be appropriate for inclusion in an answer to the AO2 question from
question they have been given. this section of the
specification.
Each student is then to find a partner and discuss findings through
peer assessment.
36
Judaism Theme 2: Religious concepts and religious life: 2E Jewish teachings about tefillah (prayer) with reference to the Amidah and teachings about tzedakah
(charity)
Flip- Tefillah as spiritual Tefillah http://www.bbc.co.uk/religion/religions Students to find information on the following
learning self-reflection in Kavvanah /judaism/worship/prayer_1.shtml aspects of prayer:
activity relation to God;
reasons for tefillah. http://www.jewfaq.org/prayer.htm 1. The purpose of prayer within Judaism.
2. Examples from Jewish scripture of
http://www.jewishvirtuallibrary.org/kavva individual prayer.
nah 3. The use of the siddur (prayer book).
4. The importance of kavvanah in prayer.
www.myjewishlearning.com 5. Examples of the most common types of
prayer within Judaism.
1 The structure and Arvit Essential Judaism Provide students with information about all Note three points to
content of the Shacharit – George Robinson. aspects of the Amidah. consider when
Amidah; the use of Minchah analysing and
the Amidah in daily Understanding Judaism – Melanie Students to create a mind map that focuses evaluating to what
prayers. J. Wright. on the structure, content and status of the extent is the Amidah
Amidah. an encapsulation of
http://www.jewfaq.org/liturgy.htm
the most important
beliefs, values and
An example of an AO2 question on the
issue of the extent to which the Amidah teachings of
is an encapsulation of the most Judaism.
important beliefs, values and teachings
of Judaism.
37
2 The minyan Minyan Essential Judaism Students to work in small groups. Using the
(congregation) and the – George Robinson. resources provided they are to undertake
diversity of practice of research on the minyan and create an
prayer within Judaism. Living Judaism – Wayne Dosick information webpage.
An Introduction to Judaism – Nicholas De Areas to be covered:

Lange.
1. Definition of term ‘minyan’.
https://www.myjewishlearning.com/article/minya 2. Why are ten needed to create a
n-the-congregational-quorum/ minyan?
3. The minyan in rabbinic tradition.
Links to British synagogue websites for 4. What goes on at a minyan?
information on minyamin. 5. Explain Reform and Conservative views
and practices concerning the minyan.
3 The importance of Tzedakah Videos: Class discussion on the concept of

tzedakah within Gemilut hasadim https://www.youtube.com/watch?v=meEK4dUf3 charity: E.g. What is charity? What motivates
Judaism. Os people to give to charity? etc.
https://www.youtube.com/watch?v=RePzJJGl5z Explain the importance of tzedakah within

0 Judaism.
Essential Judaism Working in teams, students to create a pitch

– George Robinson. (in the style of The Apprentice) which would
be made to a big Jewish corporation, asking
Living Judaism – Wayne Dosick. them for money to fund a charitable project.
The Jewish Study Bible – ed. Adele Berlin and

Marc Zvi Brettler (Deuteronomy 15:11; Leviticus
19:9–10; Proverbs
19:17 and 21:3).
Key quote: ‘Whosoever has not pity upon his

fellow man is no child of Abraham.’ (Talmud)
38
4 Maimonides and Tzedakah http://www.jewishvirtuallibrary.org/eight-levels-of-charitable- Discussion about the different Answer an AO1
the ‘ladder of giving methods of giving to charity, with examination
tzedakah’. concluding question on what do question on the
https://www.myjewishlearning.com/article/maimonides-ladder- students feel is the best way to importance of
of-tzedakah/ provide charitable help. tzedakah within
Judaism.
http://www.jtfn.org/sites/default/files/docs/resources/maimonide Provide students with cards
s_ladder_and_tzedakah_texts.pdf containing the eight steps of
Maimonides’ ‘ladder of tzedakah’.
WJEC/Eduqas Religious Studies for A Level Year 1 & AS – Working in pairs, the students to rank
them in order of importance.
Judaism – Helen Gwynne- Kinsey.
Cards for sorting activity which contain the eight steps of Reveal Maimonides’ order and
Maimonides’ ‘ladder of tzedakah’ but without any reference to discuss the reasons for it.
their order of importance.
An AO1 examination question on the importance of tzedakah

in Judaism.
5 Developing skills – An AO2 question on whether prayer has become a spiritually Students to work on their own and
AO2. ineffective ritual. identify five possible lines of
argument that are relevant to this
A list of eight possible lines of argument, with five that are particular issue.
relevant and three which are not quite relevant (although not
too obviously so) to this particular issue. Discussion to follow and a full answer
to the question to be written up.
39
Judaism Theme 2: Religious concepts and religious life: 2F Key moral principles: the importance of the Ten Sayings (Aseret ha-D’ibrot) or Ten Commandments
for Judaism
Flip- The Ten Sayings. Rules for life Each student to compile a list of ten ‘rules’ which they feel are
st
learning important for guidance in the 21 century. Each rule should have
activity an accompanying explanation and/or example from life/world
events to illustrate the reason for its inclusion.
1 The Ten Sayings Mitzvot The Jewish Study Explain that the Ten Sayings are
in the context of Bible – ed. Adele Berlin and the first (and most famous) of the 613 mitzvot that Jews believe
the 613 mitzvot. Marc Zvi Brettler (Exodus God gave to the Jewish people through Moses on Mount Sinai.
20:2–14 and
Deuteronomy 5:7– In groups, students to examine the Ten Sayings, and analyse
21). their relevance for 21st century society.
Living Judaism – Wayne This to be followed by students sharing the ten ‘rules’ which they
Dosick. compiled in response to the flip- learning activity, and noting
whether there are any connections between the modern ‘rules’
and the Ten Sayings.
2 The Ten Sayings Ethical and Copies of the Ten Using as their focus the key quote from G.W. Anderson, and the
as a basis for moral Sayings. belief that the Ten Sayings are just as relevant today as they
religious and behaviour were at the time of Moses, students to work in pairs and
ethical life. Key quote: ‘The Ten undertake the following task:
Commandments are an
effective expression of Search online for news stories/ examples from social media
fundamental religious and which can be used to illustrate that the same kinds of issues are
st
moral standards …’ present in the 21 century.
(G.W. Anderson)
40
3 The ‘Aseret ha- Rabinnical tradition WJEC/Eduqas Religious Studies for A Explain that according to rabbinic tradition, the
Dibrot’ in Mitzvot Level Year 1 & AS – Judaism Aseret ha-D’ibrot are not individual
rabbinical Blasphemy – Helen Gwynne- commandments, but are categories into which
understanding Lashon hara Kinsey. each of the 613 mitzvot can be placed under one of
as the ten
ten classifications.
categories of www.jewfaq.org
mitzvot.
Divide the students up into five groups and give each
group two of the Ten Sayings (adapt numbers to suit
class size).
Using the resources provided, they are to research

and write a narrative on each one which explains the
characteristic of the category.
4 The ‘Aseret ha- Rabinnical tradition The Jewish Study Continuing from previous lesson, each group to give
Dibrot’ in Mitzvot Bible – ed. Adele Berlin and Marc Zvi feedback to the rest of the class on the Ten Sayings
rabbinical Blasphemy Brettler (Exodus 20:2–14). which they were given. Electronic copies of each
understanding Lashon hara group’s work to be uploaded to departmental website
as the ten or photographed for sharing.
categories of
mitzvot
(continued). Draw or source ten images that will provide a
visual hint for each of the Ten Sayings. Under each
image, write out the relevant quote from the book
of Exodus that goes with it.
5 Developing A list of several key points bulleted in In groups, students to complete the following tasks: Write an answer to
skills – AO2. response to a question requiring an an AO2 question on
evaluation of the importance of the Ten 1. Select, from the list provided, the most important the importance of
Sayings as a guide to ethical living in points they feel should be included in a list of the Ten Sayings as
Judaism. indicative content for this question. a guide to ethical
2. Add at least two more points of their own. living in Judaism.
Generic AO2 band descriptors.
3. Identify the view of a scholar/school of thought for
An AO2 examination question on the inclusion.
importance of the Ten Sayings as a guide to 4. Write a final list of bulleted points in a suitable
ethical living in Judaism. order.
41
Judaism Theme 3: Significant social and historical developments in religious thought: 3A The relationship between religion and society: respect and
recognition and the ways that religious traditions view other religions and non-religious worldviews and their truth claims. The challenge of secularisation
Flip- Key terms that will be used in this Zionism On-line dictionaries. Compile a glossary of the key terms that
learning section of the specification. Anti-Semitism will be encountered in this
activity section of the specification. E.g.
Zion; Anti-Semitism; Pogrom; Eretz

Yisrael; Eretz Hakodesh; Hovovei Zion;
Kibbutz; Holocaust.
1 The origins of Religious Zionism with Zionism The Jewish Study Provide students with Biblical
reference to Amos 9:14–15 and “Zion Zion Bible – ed. Adele quotations and commentaries.
theology” found in the Hebrew Bible. theology Berlin and Marc Zvi Working in pairs, they are to
Brettler (Amos 9:14–15 discuss each one and match them
Psalm 137:1 to the correct commentary.
Isaiah 2:2; 60:1–3; 62: 1–8 Feedback to rest of class to check
Jeremiah 3:14; 23:5). for accuracy.
Students to write a summary
A commentary on of the references and their
each of the Biblical meanings to present a
references, but concise account of what constitutes
without a link to Zion theology.
any of them.
42
2 The rise of nationalism in Anti-Semitism Judaism Today – Set up research workstations in
response to anti-Semitism in the Political Zionism Dan Cohn-Sherbok. teaching room covering the following
th
19 century. Political Zionism and aspects of the specification:
the developing of a national https://www.britannica.com/biogr
th
identity amongst Jews with aphy/Theodor-Herzl#ref26673 • The rise of anti-Semitism in 19
reference to: the Dreyfus affair; century Europe.
the work of Herzl and the https://www.britannica.com/biogr • The Dreyfus affair.
international Zionist movement; aphy/Alfred-Dreyfus • Theodore Herzl
the First Zionist Conference in • The First Zionist Conference in 1897
1897 and the establishment of http://www.jewishvirtuallibrary.or
g/political-zionism
political and legal claims. Arrange students into small groups and
allocate each to a workstation. They are to
http://www.jewishvirtuallibrary.org/fi
gather as much information as they can
rst-zionist-congress-and-basel-
under timed conditions before moving on
program-1897
to the next workstation.
3 The rise of nationalism in Anti-Semitism Undertake a detailed discussion of

response to anti-Semitism in the Political Zionism the findings from the previous lesson,
th
19 century. Political Zionism and making extra notes if necessary.
the developing of a national
identity amongst Jews with Working in pairs, students to review
reference to: the Dreyfus affair; information and note significant dates and
the work of Herzl and the their corresponding events. They are then
international Zionist movement; to create a chronological timeline so that
the First Zionist Conference in they have a clear idea of what happened
1897 and the establishment of when and why.
political and legal claims
(continued).
43
4 Labour Zionism and the Kibbutz Video – How Modern Hebrew was Explain the development of kibbutz, and then deal
development of kibbutz. Revival Hebrew created with the revival of the Hebrew language in its modern
of the Hebrew language in its spoken form through the following activities:
modern spoken form. https://www.youtube.com/watch?v=
JLf3wREdcnA. 1. Carry out a quick survey around the group to
determine how many different languages are
http://www.jewishvirtuallibrary.org/e spoken by the students (even if only at a basic
liezer-ben-yehuda-and-the-revival- level). If there is a linguist (or linguists) in the
of-hebrew class, get them to demonstrate a simple
greeting or phrase in a language which is
different from that spoken as the first language
of the school. Get the rest of the class to learn
the phrase or greeting too.
2. (Unless there are Hebrew scholars in class)
Inform students that they are already able to
use and understand a number of Hebrew
words. Students to undertake a brief online
research exercise to find some examples of
Hebrew words in the English language.
3. Explain that the revival of the Hebrew language
in its modern form is a relatively new
occurrence. Show YouTube clip ‘How modern
Hebrew was created.’ Provide each student
with further background information about how
the revival took place.
4. Students to work individually and identify five
key things which they believe led to the revival
of the Hebrew language, and summarise each
one succinctly in their own words.
44
5 The development of the Zionist Migration Judaism Today – Students to create a headline Students to answer an
Movement and the Secularisation Dan Cohn-Sherbok. feature for an online newspaper AO1 examination question on
establishment of the secular reporting on the events any aspect of this section of
state of Israel. Migration to WJEC/Eduqas Religious Studies for surrounding the establishment of the specification.
Israel; the challenge of A Level Year 2 & A2 – Judaism the secular state of Israel. The
secularisation with reference to – Helen Gwynne-Kinsey. article should also include
the specific response by Haredi ‘interviews’ with Haredi Jews which
Judaism. Tutor’s notes highlighting main outline the reasons for their
events surrounding the opposition to secular Judaism.
establishment of the secular state
of Israel and the response by
Haredi Judaism.
An AO1 examination question on any

aspect of this section of the
specification.
45
Judaism Theme 3: Significant social and historical developments in religious thought: 3B The relationship between religion and society: respect and
recognition and the ways that religious traditions view other religions and non-religious worldviews and their truth claims. The challenge of science.
Flip- Diversity of responses Creation See SOL for Theme 1F on the Students to carry out a review
learning within Judaism to the Bershith comparison of the views of Rashi and of their notes from theme 1F on the
activity philosophical issues Maimonides concerning an comparison of the views of Rashi and
relating to the creation understanding of the creation text in Maimonides concerning an understanding
event. Genesis 1. of the creation text in Genesis 1.
1 Diversity of Creation The Basic Beliefs of Judaism – Lawrence Present students with the following
responses within Bershith J. Epstein. areas of focus for research, as well as
Judaism to the Cosmogony relevant quotations and/or references to
philosophical issues Unity Judaism – Dan Cohn-Sherbok. schools of thought on the topic of the
relating to both the Plurality nature of the creation event:
nature of God and to WJEC/Eduqas Religious Studies for A
the creation event. Level Year 2 & A2 – Judaism 1. Why did God create the cosmos?
– Helen Gwynne-Kinsey. 2. What was the nature of the
creative process?
Relevant references from: 3. What was the order of creation?
School of Shammai Rabbi Gamaliel 4. How is the act of creation to be
Rabbi Yohannan Rashi interpreted?
Maimonides
Saadia Gaon Class discussion and tutor explanation to be
Moses followed by the creation of a mind map that
Plato summarises facts about God’s actions in
Aristotle relation to creation.
Ethics of the Fathers
46
2 Diversity of responses Creation The Basic Beliefs of Judaism – Explanation and discussion surrounding Make use of two references
within Bershith Lawrence J. Epstein. the diversity of responses within Judaism from the works of scholars
Judaism to the Cosmogony to the nature of God. and/or religious writings.
philosophical issues Unity Judaism – Dan Cohn-Sherbok. Expand upon them to create a
relating to both the Plurality Working in small groups, students to couple of paragraphs which
Divine Nothing WJEC/Eduqas Religious Studies for A could be used as part of an
nature of God and to create a logical sequence of information
Level Year 2 & A2 – Judaism
the creation event using the tutor-prepared statements. answer to an AO1 question on
(continued). this section of the
Relevant references from: specification.
School of Shammai
Rabbi Gamaliel
Rabbi Yohannan
Rashi
Maimonides
Saadia Gaon
Moses
Plato
Aristotle
Ethics of the Fathers
Tutor to prepare statements relating to

the diversity of responses within
Judaism to the nature of God, and
present them in mixed-up form.
47
3 The challenge of Metaphor https://www.myjewishlearning.com/art Discussion about the challenges
science. icle/jewish-science-101/ scientific advances have brought to
religious belief and faith.
The Basic Beliefs of Judaism – Explanation of the concept that the

Lawrence J. Epstein. Bible is not cosmology but a metaphor
that provides a narrative for the Jewish
people.
Consider also the view of Maimonides

that the Torah must be grounded in
reason. It therefore follows that if science
proves a point, then the finding should
be accepted and scripture should be
interpreted accordingly.
48
4 Diversity of responses Evolution https://www.myjewishlearning.co Students to research the diverse views held within Using the research
within Judaism to m/article/creationism-evolution- Judaism to evolution: e.g. ultra-Orthodox; information, students to
evolution. in-jewish-thought/ Orthodox; Kabbalist; Conservative and Reform. create a ‘Who believes
what?’ quiz which can be
http://www.jewishvirtuallibrary.org/j On completion of research, students to put away used to test for
their notes and finish the following statements to understanding amongst the
udaism-and-evolution
show a coherent understanding of each point of wider group.
view:
A copy of the quiz can be
(1) Ultra-Orthodox Jews reject the theory of uploaded onto an online quiz
evolution entirely because … site and used for revision
(2) Some Jews reject the biblical account of purposes.
creation because …
(3) Some Orthodox Jews strive to integrate the
biblical account with the findings of modern
science because …
(4) Some Jewish thinkers reject literal
understandings of the
Bible in favour of metaphorical
or allegorical readings because …
(5) Kabbalists embrace many aspects of
evolutionary theory
because …
Completed statements to be compared and

discussed with others.
49
5 The debate about the Key quotes and Explain that according to the classic rabbinic
age of the universe. observations: tradition God created the world around 6,000 years
ago.
‘The world may be only some 6,000

years old. God could have put the Provide students with key quotes and observations,
fossils in the ground and juggled and direct them to use them to create two
the light arriving from distant arguments that might be useful in an answer to an
galaxies to make the world appear AO2 question on whether or not Judaism is
to be billions of years old. There is compatible with science.
absolutely no way to disprove this
claim.’(Schroeder)
Midrash Genesis Rabbah 3:7

notes that other worlds were
created and destroyed before this
present one was decided upon as
the permanent one.
Talmud Chaggiga 13b–14a states

that there were 974 generations
before God created Adam: ‘R.
Simeon the Pious said: These are
the 974 generations who pressed
themselves forward to be created.’
50
Judaism Theme 3: Significant social and historical developments in religious thought: 3C The relationship between religion and society: respect and
recognition and the ways that religious traditions view other religions and non-religious worldviews and their truth claims. The development of Reform Judaism
and Jewish attitudes to pluralism
Flip- The development Progressive Judaism: A Very Short Introduction Compile a short but comprehensive
learning of Reform revelation – Norman Solomon. article on the historical development
activity Judaism. Ethical of Reform Judaism.
monotheism Judaism – Brian E.Close.
https://www.myjewishlearning.com/article/reform-
judaism/
https://www.myjewishlearning.com/article/rabbi-
abraham-geiger/
http://www.bbc.co.uk/religion/religions/judaism/sub
divisions/reform_1.shtml
1 The role and Authority http://www.jewishvirtuallibrary.org/the-pittsburgh- Background information to be given

legacy of the platform on the establishment of the Reform
Pittsburgh movement in the United States.
Platform.
Provide students with Pittsburgh
Platform details. Working in pairs,
they are to summarise each of the
eight key points.
Class discussion to follow to ensure

accuracy of interpretation.
51
2 The role and legacy of Liberationalist Creating Judaism – Explanation of Reform Judaism’s Revisit and review the
the Pittsburgh thought Michael L. Satlow. attitude towards liberationalist thought and Tikkun information from
Platform with Tikkun Olam Olam to be given, and class to work together to theme 2E about
reference to: attitudes Tzedakah Living Judaism – Wayne Dosick. express the main concepts as a mind map. Maimonides and the
towards liberationalist Gemilut hasadim ‘ladder of tzedakah’.
thought (concern for A copy of the final clause of the Students to undertake an online research task to
the poor) and Tikkun Pittsburgh Platform. find actual examples of Jewish social action
Olam (repair of the campaigns. Synagogue websites are a good place
world). http://learningtogive.org/resource to start, but using the terms tzedakah and gemilut
s/tikkun-olam hasadim might also be helpful.
https://www.myjewishlearning.co
m/article/tikkun-olam-repairing-
the-world/
http://www.reformjudaism.org.uk/t
ikkun-olam/
3 Attitudes towards Plurality https://www.myjewishlearning.co (1) Students to analyse the text of the ‘new’
other religions: the Diversity m/article/the-new-pittsburgh- Pittsburgh Platform 1999 and identify the content
diversity of views in Interfaith dialogue latform-1999/ that sets out Reform Judaism’s position on
Reform and Orthodox plurality/interfaith dialogue.
Judaism towards http://www.iccj.org/
interfaith dialogue. (2) Students to explore the mission statement of the
http://cjcuc.org/ International Council of Christians and Jews (ICCJ)
and summarise its goal.
(3) Write down five key points about the role and
legacy of the Pittsburgh Platform.
52
4 Attitudes towards Plurality http://www.kolhamevaser.com/20 Students to consider the attitude towards other religions
other religions: the Diversity 14/12/orthodox-perspectives-on- within Orthodox Judaism by carrying out the following task:
diversity of views in Interfaith dialogue interfaith-dialogue-2/
Reform and Orthodox Using the online article ‘Orthodox perspectives on interfaith
Judaism towards dialogue’ students to make notes on the views of Rabbi
interfaith dialogue Soloveitchik and Rabbi Feinstein.
(continued).
Discuss findings.
5 Developing skills – AO2 examination Working in pairs, students to review their notes from this Write a list of
AO2. questions on the issues for theme and note any scholarly views/schools of thought indicative
analysis and evaluation from this that could be used in an AO2 answer. Content for
section of the specification. each AO2
Students to swap their findings with another pair, and question, using
create an argument that could be built around the the information
quotation/point of view that they have been given. gathered during
the lesson.
This to be repeated until all views have been exhausted.
Tutor to collect work at end of lesson to be scanned and

uploaded to departmental website.
53
Judaism Theme 3: Significant social and historical developments in religious thought: 3D The relationship between religion and society: religion, equality and
discrimination. Jewish family life, including diversity of views within Judaism about gender equality
Flip- Key terms. Dictionary Provide students with a list of key terms which are
learning relevant to this theme. They are to create a glossary.
activity
1 The role of the Consecration Essential Judaism Create a poster/mind map, using words and pictures
family and the Sanctification – George Robinson. which illustrate examples of Jewish belief in practice in
Jewish home as the home.
foundational for Living Judaism – Wayne Dosick.
Jewish principles.
Judaism: A Very Short Introduction
– Norman Solomon.
2 The changing role Role of men Short clips from a range of tv Ask students to define the term ‘family’ and discuss their
of men and and women in programmes and/or films which definitions.
women in Judaism Judaism depict the family in a variety of ways.
with reference to Show various video clips and continue discussion: how
family life. did students feel about the ways in which the family was
depicted in each clip?
What preconceptions do the students have of the make-

up and roles within a typical Jewish family (don’t mention
any particular branch of Judaism)? Ask the students to
define the roles within a typical Jewish family.
Feedback and discussion to follow.
54
3 The changing role of men Roles of Judaism – Dan Cohn-Sherbok. Divide students into three groups, each with a Students to create
and women in Judaism men and Essential Judaism – George Robinson. different focus for research: a ‘then and now’
with reference to family life women in Living Judaism – Wayne Dosick. Group 1 – The role of men and women in the chart which shows
(continued). Judaism Judaism: A Very Short Introduction – Orthodox tradition. the changing role
Norman Solomon. Group 2 – The role of men and women in the Reform of men and women
www.myjewishlearning.com tradition. in Judaism with
www.chabad.org Group 3 – The role of men and women in the Hasidic reference to family
tradition. life.
www.reformjudaism.org.uk Tutor to give examples which show the changing role
of men and women in Judaism with reference to
family life.
4 The role and status of Agunah Search the website of the Jewish Provide students with background
women in Judaism with Minyan Chronicle www.thejc.com for articles on information regarding agunah and debates about
reference to feminism: agunah and partnership minyamin. minyan.
debates about agunah
(chained); debates about Students to carry out online research and compile a
minyan. number of relevant articles which could be used to
highlight the various viewpoints held on these two
issues.
5 The contributions of Judith Jewish Standing Again at Sinai – Judith Provide students with information regarding the key
Plaskow and Margaret feminism Plaskow. points made by both Plaskow and Wenig with regard
Wenig to Jewish feminism. to Jewish feminism.
God is a Woman and She is Growing

Older Activity: Explain how a Jew might respond to the
– Margaret Wenig. following view: ‘The feminist movement within
Judaism has brought about significant changes
regarding the role and status of women in the Jewish
www.jwa.org faith’.
55
Judaism Theme 3: Significant social and historical developments in religious thought: 3E Judaism and migration: the challenges of being a religious and
ethnic minority in Britain with reference to key features of aspects of Jewish life
Flip- Judaism and Migration Institute for Jewish Policy research. Students to analyse the most recent data on the
learning migration. www.jpr.org.uk Use search term Jewish population in Britain.
activity ‘Census 2011’ for relevant articles.
1 An examination of Segregation Newspaper article – Students to analyse the newspaper Use the website of the
the problems Assimilation 'What is life like for Jewish people in article and note some issues that can cause Kosher London Beth
created by Kashrut Wales today?' problems for Jews living in Wales today. Din (KLBD) to research
segregation and its work.
assimilation for http://www.walesonline.co.uk/news/ This to be followed by a discussion as to whether the Create the content for a
Jewish communities wales-news/what-life-like- concerns raised in the article are justified or not. webpage that provides
and individuals jewish-people- a summary of the
living in Britain 12619621#ICID=share Provide students with a fact sheet on kashrut. They services that the KLBD
today with a focus bar_twitter are required to identify any problems that could be has to offer.
on kashrut Essential Judaism – George created for Jews in Britain who wish to keep kashrut.
(purity). Robinson.
Living Judaism – Wayne Dosick. Feedback and discussion to follow.
Various articles on kashrut can be

found on websites such as:
Fact sheet on kashrut.
56
2 An examination of the Segregation Images of ultra-Orthodox men and Provide students with images of ultra-Orthodox men
problems created by Assimilation women. and women and direct them to find out the reason
segregation and why they are dressed in this particular way. The
assimilation for Jewish Essential Judaism – George images can be annotated as a means of explanation.
communities and Robinson.
individuals living in Britain
today with a focus on www.myjewishlearning.com Access newspaper articles online regarding the
dress. www.reformjudaism.org.uk Hasidic community in the UK. Collate examples
which can be used to illustrate how ultra-Orthodox
Use online newspaper archives to Jews adhere to the strict requirements of the Jewish
find relevant articles, such as: religion in modern-day Britain.
http://www.telegraph.co.uk/news/reli Students to consider the question ‘Is it possible for

gion/8326339/Inside-the-private- ultra-Orthodox Jews to assimilate into British secular
world-of-Londons-ultra- Orthodox- society?’
Jews.html
3 An examination of the Segregation The Employer’s Guide 1. Using The Employer’s Guide toJudaism as a
problems created by Assimilation to Judaism: source of information, students to make a list of
segregation and https://www.bod.org.uk/wp- issues that could cause problems for practising
assimilation for Jewish ent/uploads/2015/ Jews in the workplace.
communities and cont09/Employers-Guide-
individuals living in Britain to-Judaism2.pdf 2. How does UK Law support those who wish to
today with a focus on adhere to their beliefs without suffering
practice of religion. discrimination?
57
4 An examination of the Segregation Relevant quotations relating to Arrange the room into four workstation areas. Each Write a list of
problems created by Assimilation education from the Jewish area will have a specific issue that needs to be indicative content that
segregation and scriptures. researched they would expect to
assimilation for Jewish find in an answer to
communities and an AO2 question
individuals living in Britain Rabbinic thought on education. (1) What does Jewish scripture/ rabbinic about the problems
today with a focus on thought say about education? faced by the
education. (2) How do Jews define ‘education’? demands for a Jewish
Online access to British newspaper
(3) What are the different attitudes education in a secular
websites or pre-printed articles society.
relating to education within the to education within different Jewish groups
Jewish community (Orthodox, Conservative and Reform)?
(4) How do Jewish schools in Britain differ
from secular schools?
Jewish school websites:
www.kdhs.org.uk
www.jfs.brent.sch.uk Rotate groups according to a time limit until all
www.jcoss.org workstations have been covered.
Reconvene students, and, using the information that

has been gathered, ask them to come up with a list
of the advantages and disadvantages of providing a
Jewish education in Britain today. Choose a student
to manage the discussion, and another to record the
findings.
5 The role of the Jewish Continuity http://www.thejlc.org Students to research and make notes on the
Leadership Council mission and work of The Jewish Leadership
Council.
58
Judaism Theme 3: Significant social and historical developments in religious thought: 3F Holocaust theology
Flip- The Holocaust. Shoah Judaism Today – Dan Provide students with a basic timeline of events which presents
learning Cohn-Sherbok. the background to the Holocaust.
activity E.g. The Treaty of Versailles; Hitler’s rise to power; the passing
http://www.jewishvirtuallibra of laws which resulted in Jews becoming second-class
ry.org/an-introductory- citizens; Kristallnacht; World War II; death camps.
history-of-the-holocaust
Students to expand upon each entry in the timeline.
http://remember.org/educat
e/mtimeline
http://www.bbc.co.uk/histor
y/worldwars/genocide/holoc
aust_overview_01.shtml
1 Holocaust Retribution Judaism Today – Tutor to give an explanation of the traditional Jewish Prepare a 30-second
theology. Genocide Dan Cohn-Sherbok. understanding of suffering by reference to the terms of the response from a Jewish
covenant relationship and illustrations from the prophets perspective in answer to
The Jewish Study Bible Amos, Jeremiah and Job. the question ‘How is it
– ed. Adele Berlin and possible to reconcile an
Marc Zvi Brettler (Amos Students to consider the following questions and discuss all-knowing, all-loving, all-
3:1–2; Jeremiah 32:26- whether or not the traditional Jewish understanding of powerful God with the
30, 37–38; Job suffering is sufficient to answer them: atrocities of the
38:4). Holocaust?’
• How is it possible to reconcile an all-knowing, all-loving,
all-powerful God with the atrocities of the Holocaust?
• How can one speak, as does the Torah, of the absolute
value of human life after such an act of genocide?
• How can there still be a covenant relationship between
God and the Jewish people when so many of the world’s
Jews had been wiped out?
59
2 The meaning of Theodicy Judaism Today – Tutor to present Rubenstein’s Match the
Richard Omnipotence Dan Cohn-Sherbok. response to the Holocaust. criticisms made to
Rubenstein’s Benevolence the correct
‘death of God’. Immanence God and the Holocaust Students to be provided with relevant quotations theologian, and
Ellie Wiesel’s Paradigm – Dan Cohn-Sherbok. from Rubenstein’s work and write a paragraph for write up the
‘The Trial of each one which explains its meaning. arguments that are
God’. Tutor notes. Relevant quotations from Rubenstein.
revealed.
Tutor to present Wiesel’s response to the Holocaust.
A set of statements containing criticisms of
Rubenstein’s and Wiesel’s responses, but which
Students to be provided with the titles of four of
are not linked by name to either of them.
Wiesel’s written works: Night, Dawn, The Accident
and The Trial of God and write a paragraph for each
showing its significance for his response to the
Holocaust.
3 Ignaz Vicarious Judaism Today – Dan Cohn-Sherbok. Tutor to present Maybaum’s response to the Match the
Maybaum’s view atonement Holocaust. criticisms made to
of Israel as the Churban God and the Holocaust – Dan Cohn-Sherbok. the correct
‘suffering Remnant Students to work in pairs and finish off the sentences theologian,
servant’ and the Free will A set of sentence starters relating to Maybaum’s relating to Maybaum’s response and include at least and write up the
Holocaust as response. two quotations from Maybaum’s’ work. arguments that are
‘vicarious revealed.
atonement’. Video on the free will defence: Show video which explains the free will defence.
Eliezer https://www.youtube.com/watch?v=qJYycge3eFc Discuss.
Berkovitz and
‘the hiding of the Tutor to present Brkovitz’s response to the Holocaust.
divine face’ and Writing frame on Berkovitz’s response including:
free will. Students to be provided with a writing frame to
The Jewish Study Bible – ed. Adele Berlin and consolidate their understanding of Berkovitz’s
Marc Zvi Brettler (Deuteronomy 31:17–18; Isaiah response to the Holocaust.
45:15)
Relevant quotations.
A set of statements containing criticisms of
Maybaum’s and Berkovitz’s responses.
60
4 Emil Commandment Judaism Today – Tutor to present Fackenheim’s
Fackenheim’s Dan Cohn-Sherbok. response to the Holocaust.
proposal of
the Holocaust God and the Holocaust – Dan Cohn- Students to complete the following tasks:
as a new Sherbok.
revelation (1) If Fackenheim rejects the notion that the Holocaust was a
experience of The Jews – Alan Unterman. punishment for the sins of the Jewish people, explain how he
God by way of a responds to the Holocaust.
th
614 A set of relevant quotations from (2) What are considered to be the strengths and weaknesses of
commandment. Fackenheim and other scholars (e.g. Cohn- Fackenheim’s approach?
Sherbok and Unterman).
In conclusion, students to undertake a brief review of all Holocaust
theologians covered in this section of the specification, and write down
some key phrases and/or words relating to each one.
5 Developing An AO1 and an Students to work in small groups and create a list of indicative content
skills – AO1 and AO2 examination question from this section for each of the examination questions they have been given.
AO2. of the specification.
Whole class discussion to follow and an agreed list of content for each
answer written up and shared.
61
Judaism Theme 4: Religious practices that shape religious identity: 4A Diversity of Jewish practices that shape and express religious identity, with reference to
the role of the synagogue in Judaism
Flip- The origins of the Exile Video: Students to research the origins of the
learning synagogue as a Synagogue https://www.truetube.co.uk/film/holy- synagogue as a permanent institution in
activity permanent cribs-synagogue Babylonian captivity and present findings as a
institution in timeline.
Babylonian Judaism: A Short Introduction – Lavinia
captivity. and Dan Cohn-Sherbok. Students to watch the video on the
synagogue to gain an overall understanding
Essential Judaism of features and their significance.
– George Robinson.
Living Judaism – Wayne Dosick.
1 The role of the Sanctuary http://www.jewishvirtuallibrary.org/ark Students to research the role of

ark in reminding the Ark and write a report which covers the
Jews of the The Jewish Study Bible – ed. following:
Jerusalem Adele Berlin and Marc Zvi Brettler
Temple. (Exodus 25:10–22; 37:1–9; (1) The Sanctuary (Exodus 25:10–
40:21; I Samuel 4:1–3; 22; 37:1–9; 40:21)
Deuteronomy 10:5). (2) The significance of the Ark (I
Samuel 4:1–3; Deuteronomy
The History and Religion of Israel – 10:5)
G.W. Anderson.
(3) The Ark at the time of King David
(4) King Solomon’s Temple
(5) The actions and treatment
surrounding the Ark which act as a
reminder of the holiness of the temple
in Jerusalem.
62
2 The social role of the Bet k’nesset WJEC digital resource: After reading the resource material WJEC digital
synagogue as meeting Bet midrash Shul http://resource.download.wjec.co.uk.s3. on the social role of the synagogue, students resource:
place for the Jewish amazonaws.com/vtc/2015-16/15- to access a variety of synagogue websites http://resource.downlo
community – bet 16_17/unit1/pdf/eng/judaism- and make a list of the various activities that ad.wjec.co.uk.s3.ama
k’nesset (house of synagogue-uses- background-notes.pdf take place at a typical Jewish place of zonaws.com/vtc/2015-
meeting); the worship. 16/15-
synagogue as a place of 16_17/unit1/eng/5a_s
study and Torah reading Students to use the list to create a virtual ynago gue_uses.html
– bet midrash (house of Access to a variety of synagogue
notice board for a synagogue noting, for
study) or ‘school’ (shul). websites.
example, events, dates and times for
activities which are likely to take place in a
typical month.
3 The religious role of the Festivals WJEC/Eduqas Religious Studies for Tutor to give an explanation of the religious
synagogue: its central Prayer A Level Year 1 & AS – Judaism role of the synagogue, and provide students
role in Jewish festivals. – Helen Gwynne- Kinsey. with relevant information in written form.
The synagogue as a
place of prayer. Understanding Judaism – Melanie Working in pairs, students to create a mind
J. Wright. map using words and images which
summarises the religious role of the
Tutor notes. synagogue.
4 The synagogue as a Mikveh https://www.myjewishlearning.com/articl Discussion on the subject of ritual and

place of ritual. e/the-mikveh/ spiritual purity.
Show short video on the mikveh. Using the
accompanying information on the same
website to create ‘A guide to the Mikveh.’
63
5 The synagogue’s legal Bet din http://www.mbd.org.uk/ Tutor to give an explanation of the Answer AO2
status and role: its use as synagogue’s legal status and role, and examination
a rabbinical court or bet https://www.theus.org.uk/londonbethdin students to note information about the biblical question.
din (house of judgement) origin of the bet din (Exodus 18:13–16), and
An AO2 examination question from this the organisation of the bet din (a panel of
section of the specification. three judges).
Students to make use of the websites of the

Manchester Bet(h) Din and the London Bet(h)
din to carry out research about the activities
of a rabbinical court. When research is
complete, students to create the content for a
webpage that provides information about the
services that a typical bet(h) din has to offer.
64
Judaism Theme 4: Religious practices that shape religious identity: 4B The role of festivals in shaping religious identity: Pesach
Flip- Pesach – background Redemption Video: Students to familiarise themselves with the
learning information. The importance of https://www.truetube.co.uk/film/p background to the festival of Pesach.
activity Exodus 12–15 assover-read-all-about-it
1 The significance of the Redemption Living Judaism – Students to research information regarding the
‘Passover’ event for Jewish Wayne Dosick. significance of the ‘Passover’ event focusing
identity: the popularity of on the following:
observing Pesach amongst Understanding Judaism –
Jews today reflecting Melanie J. Wright. 1. How the festival signifies physical
redemption of the Jewish redemption.
people from Egypt; redemption Essential Judaism
of the world under God’s – George Robinson. 2. How the festival signifies spiritual
command. redemption.
http://www.jewfaq.org
3. How the festival looks forward to the
redemption of the world under the rule
www.reformjudaism.org.uk of God.
www.torah.org
65
2 The symbolism of the Redemption Living Judaism – Students to research the symbolism of the Source items relating to the
seder plate and the Wayne Dosick. seder plate and the use of Haggadah in Seder and take to next lesson.
use of the preparation for a presentation in the next
Haggadah. Understanding Judaism – Melanie J. lesson.
Wright.
Students to review the information they need
Essential Judaism for the presentation and allocate areas of
– George Robinson. responsibility amongst themselves.
http://www.jewfaq.org It might be a good idea to download images

and make cards that have the name and
www.myjewishlearning.com picture of the item/practice on one side, with
the significance of its use on the reverse.
www.torah.org
3 The symbolism of the Students to set up an area of

seder plate and the the room in preparation for a Seder meal.
use of the Haggadah
(continued). A re-enactment of a typical Seder meal is to
take place, with an accompanying narrative
which explains the symbolism of the seder
plate and the use of the Haggadah.
66
4 The role of the Redemption Living Judaism – Tutor to give an explanation of the role of Pesach in
Jewish community of Wayne Dosick. ensuring that the community of believers remembers and
believers in maintains its Jewish identity.
remembering and Understanding Judaism – Melanie J. Wright.
maintaining Jewish Students to complete a ‘finish off the sentences’ task that
identity; hope for the Essential Judaism highlights the significance of ‘next year in Jerusalem’ and
future (‘next year in – George Robinson. the coming of Elijah to announce the arrival of the
Jerusalem’); the Messiah.
coming of Elijah to https://www.myjewishlearning.com/article/passo
announce the arrival ver-pesach-themes-and-theology/ In conclusion, under timed conditions (and as a
of the Messiah. competition), students to list as many words connected
http://www.jewfaq.org with Pesach as they can in the time allowed.
www.torah.org
A ‘finish off the sentences’ task.
5 Developing skills – An AO2 examination question on this section of Use WJEC digital resource as a Answer AO2
AO2. the specification. template and example, students to work in pairs and examination
create a resource of their own in response to the AO2 question.
Use following WJEC digital resource as a examination question they have been given.
template and example:
http://resource.download.wjec.co.uk.s3.amazon
aws.com/vtc/2015- 16/15-
16_17/unit2/eng/theUseOfCommentary.html
67
Judaism Theme 4: Religious practices that shape religious identity: 4C The role of festivals in shaping religious identity: Rosh Hashanah and Yom Kippur
Flip- Rosh Hashanah and Atonement Dictionary Students to research the meanings of the key
learning Yom Kippur – Key terms. Forgiveness terms atonement, forgiveness, judgement and
activity Judgement repentance.
Repentance
Using any social media platform, they are to
identify and note examples of each one of the
key terms as it plays out in real life.
1 Rosh Hashanah: the Judgement Living Judaism – Students to research the following aspects of
origins of this festival Repentance Atonement Wayne Dosick. the festival of Rosh Hashanah and present
and its significance; the their findings in the form of a blog or vlog as if
impact and purpose of Judaism – A Short from a Jewish person’s point of view:
its observance; the Introduction – Lavinia and
importance of the Dan Cohn-Sherbok. (1) The time of preparation preceding
machzor; the Rosh Hashanah.
Essential Judaism
amendments to the (2) The recitation of selichot.
Amidah as confirming – George Robinson.
(3) What happens at Synagogue services.
unity and identity of the (4) Specific clothing.
Jewish people. http://www.jewfaq.org
(5) Use of the machzor.
(6) The shofar.
(7) How the festival is observed at home.
(8) Symbolic food.
Upload blogs/vlogs to departmental website so
www.torah.org
that they can be shared for peer assessment
purposes.
68
2 Yom Kippur: the Judgement Video – Sorry https://www.truetube.co.uk/film/im- Tutor to explain what happens during the Ten
origins of this festival Repentance sorry?tab=film Days of Returning.
and its significance; Atonement
the impact and
purpose of its Video – Kol Nidrei: Watch videos and discuss the issues that
observance; the https://www.youtube.com/watch?v=fPIiQDICFFc arise. Link to the purpose and challenge of
challenge of a 25 the 25-hour fast which is one of the rituals of
hour fast and its this festival.
Video – The meaning of Kol Nidrei (Rabbi Jonathan
value; Kol nidrei.
Sacks) https://www.youtub e.com/watch?v=h W-cSrxQ1IU
Students to be provided with a list of key
terms and scriptural references that are
A list of key terms and scriptural references that are relevant to the festival of Yom Kippur, then
relevant to this festival. carry out the following tasks:
Living Judaism – Wayne Dosick. 1. Discover the meanings of each of the

key terms.
2. Show how each scriptural reference is
Judaism: A Short Introduction – Lavinia and Dan Cohn-
relevant to the festival by using each
Sherbok.
one in a sentence or paragraph.
3. Create a running order of the events
Essential Judaism - George Robinson. that take place during the festival of
Yom Kippur.
http://www.jewfaq.org 4. Add brief explanations, where
appropriate, for the rituals and practices
www.myjewishlearning.com that occur.
69
3 The significance of the Repentance A shofar or image of one. Tutor to explain the significance of Students to
shofar horn in the the shofar horn in Hebrew scriptures. Watch research the
Hebrew scriptures; the Video – information about the shofar: video footage. popularity of the
meaning and https://www.youtube.com/watch?v=HOjR6iBlhlo festivals of Rosh
significance of Tutor to explain the significance of tashlikh. Hashanah and
tashlikh. https://www.myjewishlearning.com/article/shofar/ Watch video footage. Yom Kippur and
the extent to
The extent to which Video – tashlikh: Students to use an online crossword-making which they are
Rosh Hashanah and https://www.youtube.com/watch?v=JmlPBP3fC1k site to create a puzzle on the shofar and
observed.
Yom Kippur are tashlikh which can be shared with others in the
observed. https://www.myjewishlearning.com/article/tashlikh- class as an aid to understanding.
tashlich-enhanced/
4 Developing skills – All notes and resources on this section of the Students to review this section of the Answer the AO1
AO1. specification. specification and carry out the following tasks: examination
question.
An AO1 examination question on this section of the 1. For each festival, create a table with
specification. two columns entitled ritual and
significance. Use the table to note the
practices that are traditionally observed
at the festival, whilst also noting the
meaning (significance) for each one in
the adjacent column.
2. Create flash cards based upon the
rituals of Rosh Hashanah and Yom
Kippur which can be used(i) to test
oneself on the meanings behind the
rituals and (ii) to identify in which of the
two festivals they can be found.
70
5 Developing skills – An AO2 examination question on this section of the Students to write a response to Write the final
AO2. specification. an AO2 examination question using the draft of
following order: answer to AO2
A copy of AO2 generic band descriptors. examination
1. Begin with a list of indicative content. question.
2. Develop the list using examples.
3. Consider the order in which the
information could best be explained.
4. Write up the answer.
5. Use the band descriptors to mark your
own answer.
6. Ask another student to read your answer
and see if they can help to improve it in
any way.
71
Judaism Theme 4: Religious practices that shape religious identity: 4D Beliefs and practices distinctive of Hasidic Judaism
Flip- The Jewish Scapegoat Judaism: A Short History – Lavinia and Dan Cohn- Write a report on the state of the
th
learning community in Sherbok. Jewish community in 18 century
th
activity 18 century Europe.
Europe. WJEC/Eduqas Religious Studies for A Level Year 1
& AS – Judaism
http://www.newworldencyclopedia.org/entry/Hasidis
m#Liturgy _and_prayer
72
1 The Baal Shem Besht Pen portraits of a number of people in the public Introduce students to the word ‘charisma’: Students to read
Tov. Piety eye who have been described as being a strong ability to attract people, and and consider the
Devekut charismatic, plus an image of each one to reveal inspire loyalty and admiration. story entitled
at the end. ‘How do we
know?’ from the
Play ‘Guess who?’ by displaying a number life of the Baal
Image of the Baal Shem Tov. of descriptions of people in the public eye Shem Tov:
who are, or have been, perceived to be
charismatic. Display an image of each one
Copies of the story ‘How do we know?’ from the when the correct answer has been given. http://www.hasidic
life of the Baal Shem Tov that can be found at: stories.com/Storie
Discuss what the students think it is about s/The_Baal_Shem
http://www.hasidicstories.com/Stories/The_Baal_ someone that gives them charisma. _ Tov/know.html
Shem_Tov/know.html
Suggest that people who have
http://www.jewishvirtuallibrary.org/jsource/biograp charisma have the ability to influence
hy/baal.html others.
http://www.hasidicstori es.com/Stories/The_B At this point, introduce the religious

aal_Shem_Tov/know.html meaning of the word ‘charisma’: a divinely
bestowed talent or power.
http://www.newworlde ncyclopedia.org/entry/
Hasidism#Liturgy_and_prayer Display an image of the Baal Shem Tov
as an example of a significant person from
the Jewish religion who fits this
description.
Provide students with a variety of

resources, and instruct them to
compile a brief, but comprehensive,
biography of the Baal Shem Tov.
As they conduct their research they are

also to produce a list of all the new key
terms and their meanings that they
encounter.
73
2 The opposition of the Heresy Essential Judaism - George Robinson. Tutor to provide students with
Mitnagdim. Mitnagdim information about the nature of the opposition
Creating Judaism – Michael J. Satlow. of the Mitnagdim.
Judaism: History, Belief and Practice Students to use the information to write a
– Dan Cohn-Sherbok. speech from the viewpoint of the Vilna Gaon,
giving his reasons for denouncing the new
http://www.newworldencyclopedia.org/entry/Hasidis Hasidic movement.
m#Liturgy_and_prayer
3 Adoption of new Devekut An Introduction to Judaism – Nicholas De Lange. Tutor to give a brief outline of the adoption of
prayer rite; modified Kavvanah new prayer rite and modified liturgy.
liturgy. Nigunim
Creating Judaism – Michael L. Satlow.
Students to undertake further research and
create a guide to Hasidic prayer and liturgy
https://www.myjewishlearning.com/article/hasidic which is to contain references to the following
-prayer/ (in any order):
http://www.newworldencyclopedia.org/entry/
Hasidism#Liturgy_and_prayer • Devekut
• Kavvanah
Key quotes: • Nigunim
‘If a person is attached to God then he is truly • Yiddish
alive.’ (Baal Shem • Relevant quotations from Baal Shem
Tov) Tov and Aaron of Apt.
‘The Besht used to say: Do not laugh at a man

who gestures as he prays fervently. He gestures
in order to keep himself from distracting thoughts
which intrude upon him and threaten to drown his
prayer. You would not laugh at a drowning man
who gestures in the water in order to save
himself.’ (Aaron of Apt)
74
4 The influence of the Rebbe Judaism: History, Belief and Practice Students to create a ‘job description’
rebbe; Tzaddik – Dan Cohn-Sherbok. for the role of rebbe. Include the duties
miraculous healing. to be undertaken as well as the
WJEC/Eduqas Religious Studies for A Level personal skills required.
Year 2 & A2 – Judaism
https://www.myjewishlearning.com/article/za
ddik/
5 Hasidic beliefs and Obligation http://www.newworldencyclopedia.org/entry/ Using the quotes from the Kotzker Answer the AO2
practices; Obedience Hasidism#Liturgy_and_prayer Rebbe and Isaiah as a focus, students question from this
charismatic approach to Piety Zohar to create a mind map which section of the
worship; life of piety; Key quotes: ‘Everything must be done for the encapsulates key Hasidic beliefs and specification.
emphasis upon worship sake of Heaven.’ (The Kotzker Rebbe) practices.
rather than traditional
study. ‘The whole world is full of His glory.’ (Isaiah
6:3)
An AO2 examination question from this

section of the specification.
75
Judaism Theme 4: Religious practices that shape religious identity: 4E Philosophical understandings of the nature of God and religious experience found in
Kabbalah
Flip- Key terms to be covered in Kabbalah Esotericism Online Jewish dictionary such as: Students to define each of the key
learning this theme. Meditation http://www.jewfaq.org/glossary.ht concepts and tweet each one, using the
activity En Sof (infinite) m# original 140-character word limit.
Sefirot (emanations)
Devekut (clinging on) www.myjewishlearning.com
Tikkun (repair)
(NB – there are acceptable
variations in the spelling of some
of the key terms)
1 Esotericism: meditation, Kabbalah WJEC/Eduqas Religious Studies Tutor to give explanation of An understanding of
visual aids, art and magic. Esotericism for A Level Year 2 & A2 – characteristics of kabbalah, and the characteristics of
Sefirot/Sefirah Judaism students to be given notes from which to mysticism would be
Golem – Helen Gwynne-Kinsey: make a summary of the main points. helpful in this theme;
therefore students to
https://kavvanah.wordpress.com/2 Divide students into small teams and refer to their
017/02/06/adam- afterman- provide each with a fly swat. philosophy of religion
interview-mystical-union-in- notes on the nature of
judaism/ The tutor to place four cards on a central religious experience.
table, but only one of them is to contain
https://www.myjewishlearning.co an accurate answer/statement about
m/article/mitzvot-jewish- mystics/ kabbalah.
Tutor’s notes
The tutor to ask a question and one
A set of cards containing member of each team to come up to the
statements about kabbalah as table. The first to swat the correct
well as statements which are not answer wins a point for their team.
entirely accurate. Continue the game so that all members
of each team have had a chance to play.
Fly swats (one per team)
76
2 The role of the Zohar. Zohar Living Judaism – Wayne Dosick. Students to research and make Students to review notes and
notes on the following aspects of write the names of relevant
The Jews – Alan Unterman. the Zohar: scholars/schools of thought with a
brief summary of their view(s)
Judaism – Brian E. Close. alongside each one. This will act
1. Its nature
as a useful aid to revision.
2. Its authority
https://www.myjewishlearning.com/article/th 3. Authorship
e-zohar/ 4. Themes
5. Its influence
http://www.jewishencyclopedia.com/articles/
15278-zohar
3 The focus on the experience of En Sof Essential Judaism – George Robinson. Tutor to give explanation of En Sof
God and trying to penetrate God’s Sefirot and sefirot.
essence: En Sof (infinite); Sefirot WJEC/Eduqas Religious Studies for A
(emanations). Level Year 2 & A2 – Judaism Each student to be given a copy of
– Helen Gwynne-Kinsey. tutor notes; a diagram of the Tree
of Life; coloured pencils;
Tutor notes. Copies of the diagram of the information on cards.
Tree of Life from which all information about
the sefirot has been removed. They are to label the Tree of Life
Colouring pencils. Information cards correctly using the correct colour;
Containing information about each of the and add the information cards in
ten sefirot, but without the accompanying the right place too.
name of the sefirot.
Peer assessment to follow to check
for accuracy.
77
4 The focus on the experience of Devekut Essential Judaism – George Robinson. Tutor to provide explanation of
God and trying to penetrate God’s Tikkun Devekut and Tikkun in relation to
essence: Devekut (clinging on); WJEC/Eduqas Religious Studies for A that found in Kabbalah.
and Tikkun (repair). Level Year 2 & A2 – Judaism
– Helen Gwynne-Kinsey. Students to complete a written
comprehension activity.
www.jewishvirtuallibrary.org/devekut
Using an online quiz-maker
Tutor notes. website, each student to create an
interactive quiz on Devekut and
Comprehension questions. Tikkun.
5 Developing skills – AO1. An AO1 examination question on this Students to make a list of The AO1 examination question to
section of the specification. indicative content for the AO1 be answered.
examination question set.
Students to swap their lists with

another member of the group for
peer assessment purposes.
In pairs, students to scrutinise their

lists, and develop them by
identifying two relevant quotations.
78
Judaism Theme 4: Religious practices that shape religious identity: 4F Ethical debate within Judaism about embryo research, including arguments posed by
scholars from within and outside the Jewish tradition
Flip- Embryo research; Embryo research Definitions of each of the terms listed Students to research and collate a set of
learning somatic cell nuclear Bioethics in specific content. articles (from medical websites and from
activity transfer (SCNT); pre- the media) which are relevant to the
implantation embryo https://www.hfea.gov.uk areas of embryo research under study in
research. this section of the specification.
http://www.crm.ed.ac.uk/
http://nuffieldbioethics. org/
1 Jewish contributions to Pikuach https://www.myjewishlearning.com/arti Students to discuss the challenges for

the debate about nefesh cle/jewish-views-on-stem-cell- Jewish medical ethics as a result of
embryo research with research/ recent advances in medical science.
particular reference to:
the relationship http://www.jlaw.com/Articles/stemcellre Following discussion and research,
between stem-cell s.html students to write responses to the
research and pikuach following questions:
nefesh (the sanctity of https://www.rabbinical_assembly.org/si
life). tes/default/files/public/halakhah/teshuv 1. What are the possible Jewish
ot/19912000/dorff_stemcell.pdf objections to embryo research?
2. How have scholars such as

Eisenberg, Tendler and Dorff
responded to embryo research?
79
2 Jewish contributions to the Somatic cell nuclear www.parkinsons.org.uk Students to find out about Parkinson’s
debate about embryo research transfer disease, and the use of stem-cell
with particular reference to: https://urj.org/what-we- research using cells that
somatic cell nuclear transfer believe/resolutions/resolution-stem- have been collected by SCNT which
(SCNT). cell-research have the potential to find new
and effective treatments for the disease.
Students to use the Resolution on Stem

Cell Research (Union of Reform Jews)
to build evidence for the argument in
favour of such research.
3 Jewish contributions to the Pre-implantation WJEC/Eduqas Religious Studies for A Students to find out about Tay- Students to respond to
debate about embryo research embryo research. Level Year 2 & A2 – Judaism Sachs disease. the ethical dilemmas
with particular reference to: – Helen Gwynne-Kinsey. given.
pre-implantation embryo Tutor to give an explanation of Jewish
research. Understanding Judaism – Melanie views on pre-implantation embryo
J. Wright. research.
http://www.cats- foundation.org/tay- Students to create a mind map which

sachs-sandhoff- disease/ reflects the views of:
https://www.ntsad. org/ • Dr Sherman Silber

• Melanie J. Wright
Tutor to provide a number of ethical • Dr Fred Rosner
dilemmas based upon embryo
• Rabbi Azriel Rosenfeld
research, which are to be considered
from a Jewish perspective. • Rabbi Moshe Hershler.
80
4 A comparison of the views Pikuach WJEC/Eduqas Religious Studies for A Students to research the views of Review the contents
proposed by Rabbi J. David nefesh Level Year 2 & A2 – Judaism Bleich and Tendler and present them of this section of the
Bleich and Rabbi Moshe David – Helen Gwynne-Kinsey. as a comparison or in the form of a specification and
Tendler; the views and work of Venn diagram. create a mind map
Professor Clare Blackburn. which displays the
Use the internet to search for the views major ethical issues
of Bleich and Tendler. The views and work of Professor Clare that need to be
Blackburn to be noted and discussed. addressed in
http://www.crm.ed.ac.uk/projects/thymi connection with
stem embryo research.
https://www.mrc.ac.uk/ successes/mrc-
success-stories-2013- 14-a-review-of-
the- year/research-for- health/
5 Developing skills – AO2. An AO2 examination question from this Students to use the WJEC digital AO2 answer to be
section of the specification resource as a template and adapt it to completed.
reflect arguments, evidence and
WJEC digital resource (to be used as a implications for the AO2 question
template and adapted to reflect one of provided from this section of the
the AO2 issues from this section of the specification.
specification):
http://resource.download.wjec.co.uk.s3
.amazonaws.com/ vtc/2015-16/15-
16_17/unit2/eng/theuseofCommentary.
html
81

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A LEVEL

Pupils to prepare a 30-second

Generic band descriptors for Write a full answer to the AO1

Identifying an evaluative style

Identifying evaluative terms

A basic writing frame which

Moses background notes.

Moses (check for understanding).

WJEC/Eduqas Religious Studies for A

Feedback to be given, with accompanying

Discussion to follow before the group as a whole

Feedback to be given with a

Discussion to follow, with a scribe

Give each student four of the key terms

Peer assessment task to be undertaken to

If time allows, students to find a new partner,

Arrange students into small groups and

Each pair can then be provided with two

Students to create a mind map or

www.myjewishlearning.com Link this idea to the role of the

www.myjewishlearning.com The Talmud is important within

5 Developing skills – AO1. activity to test knowledge and

Highlight any vocabulary that you don’t

www.myjewishlearning.com Working in pairs, students to sort the

Responses can be shared and discussed to

Group work – provide each group with a set

A set of statements which represent a variety

Students to relate their stories in turn, and the

Flip- Rashi and Maimonides. WJEC/Eduqas Compile short biographies of Rashi

https://plato.stanford.edu/entries/maimo Students to make notes on each work;

Discussion and/or questions to follow

5 Developing skills – AO2. Role play activity: Write up arguments which

1 Absolute monotheism; God Monotheism http://www.jewfaq.org/g-d.htm Using the resources provided,

E.g. Genesis 16:13 describes God as

Jewish concept of God crossword

Photographs of bullet points can be

4 Maimonides on the Predicate Essential Judaism Introduce Maimonides’ thoughts on

http://existentialcomis.com/comic/22 Students to work in pairs and

Explain your answer using evidence

1 Humanity (the self) Humanity Understanding Students to give presentations on

‘… human beings are at the

A Jewish man has been caught

5 Developing skills – AO2. An example of a Working in small groups, students

Check for understanding at conclusion of session by

Further information can be added through online

Venn diagrams to be displayed in class with

Diagrams to be photographed and shared

Judaism – the basics – Jacob Problem-solving task: using relevant portions

‘Everything must be done for the

1. How do you interpret the mitzvot?

This can be followed up by a hot- seating activity where students

An Introduction to Judaism – Nicholas De Areas to be covered:

3 The importance of Tzedakah Videos: Class discussion on the concept of

https://www.youtube.com/watch?v=RePzJJGl5z Explain the importance of tzedakah within

Essential Judaism Working in teams, students to create a pitch

The Jewish Study Bible – ed. Adele Berlin and

Key quote: ‘Whosoever has not pity upon his

An AO1 examination question on the importance of tzedakah

Using the resources provided, they are to research

Zion; Anti-Semitism; Pogrom; Eretz

3 The rise of nationalism in Anti-Semitism Undertake a detailed discussion of

An AO1 examination question on any

Tutor to prepare statements relating to