GCSE Religious Studies Preparing to Teach 2016

What will It look like? How will It be assessed? What is the content? How should I prepare?

What Will It Look Like? Weighting 25% - one quarter of the GCSE course Booklet No choice Terminology from the Specification e.g. God not G-D

Four Questions per unit.(2 units). (a) What is? (2) (b) Describe (5) (c)Explain (8) (d) A statement. Discuss this statement showing that you have considered more than one point of view. (You must refer to religion and belief in your answer.)(15) No SpaG but

How How Will It Be Assessed? Assessment Objectives AO1 Demonstrate knowledge and understanding of religion and belief*, including: belief, practices and sources of authority influence on individuals, communities and societies similarities and differences within and/or between religions and belief AO2 Analyse and evaluate aspects of religion and belief*, including their significance and influence Nb Key concepts and source book available on-line

What is the Content? -Specification Demands -‘Linking Up’, ‘Reforming’ and ‘Applying’ -Diversity -Living Judaism

JUDAISM The nature of God Messiah (Mashiach) Covenant (Abrahamic Covenant, Covenant with Moses) Life on earth The afterlife Worship: practices in Britain and elsewhere Rituals Daily Life and Festivals

Issues of God as: One, Creator: Genesis 1 3-5; , The Shema Law-Giver and Judge: Exodus 20:1-17 The nature and significance of shekhinah (the divine presence) Messiah (Mashiach) Different views within Orthodox and Reform Judaism about the nature and role of the Mashiach (Messiah); special person who brings an age of peace, ourselves, his arrival as signaling the end of the world, praying for his coming, concerned more with living life according to the mitzvot Covenant The meaning and significance of the Abrahamic Covenant: Genesis 12:1-3, 17:6-8, 17:11-14 including the importance of the ‘Promised Land’ The meaning and significance of the Covenant with Moses at Sinai: Exodus 3:11-15 including the continuing importance of the idea of a ‘Promised Land’ Importance of the Ten Commandments: Exodus 20:2-14 (c) Explain why Moses is important in Judaism. (8)

One God Shema-Central daily prayer and before death(from Deuteronomy and Numbers) Tefillin- Tefillin Mezuzah- Synagogue-No statues Belief Teachings PRACTICES

Implications for Today

Life on earth Beliefs and teachings about the nature and importance of Pikuach Nefesh(sanctity of life): Genesis 1:26-27, Talmud B Yoma 84b, Psalm 139: 13-15, Jeremiah 1:5 The relationship between free will and the 613mitzvot (duties) between humans and with God The afterlife Orthodox and Reform beliefs and teachings about life after death, judgement and resurrection; spiritual and/or bodily resurrection, immortality of the soul and the belief that we must focus on this life in preparation for whatever happens in the next (b) Explain different Jewish beliefs about resurrection.(5)

Worship: practices in Britain and elsewhere The nature and importance of Orthodox and Reform synagogue services; Shabbat service, the significance of prayer including the standing prayer (Amidah) Worship in the home; siddur, recitation of Shema and Modeh Ani, display of mezuzah. The importance of preparing for and celebrating Shabbat: Exodus 20:8-10 (c) Explain why Shabbat is important in Judaism (8) Items worn for worship; talit, tefillin and kippah The Synagogue Features of synagogues in Britain: significance of bimah, aron hakodesh, Torah scrolls, ner tamid, seating, minyan; Exodus 20:4-5 Worship, social and community functions of synagogues serving Jewish communities in Britain.

Where should the Mezuzah case be placed on the first space rocket? Does technology interfere or support?

Rituals The role and importance of Brit Milah: Covenant, identity, features of the ceremony Bar Mitzvah: Law and personal responsibility, features of the ceremony Orthodox and Reform views regarding Bat Mitzvah and Bat Chayil and features of the ceremonies Marriage: Genesis 2: 24, features of the ceremony Mourning rituals: onan, kaddish, sheva, yarzheit. Role of chevra kaddisha

Daily life Significance of use of the Tenakh and the Talmud in daily life; Dietary laws: kosher/treyfah, parev, the prohibition of milk with meat, requirements of a kosher kitchen: Leviticus 11:1-23 Keeping kosher in Britain: benefits and challenges Festivals: practices in Britain and elsewhere The origin, meaning and celebration of the following festivals in Britain Rosh Hashanah /Yom Kippur Pesach:Exodus 12:14 Sukkot

(d) You have to go to a synagogue to be a Jew Discuss the statement showing you have considered more than one point of view (15)

How Should I Prepare Whose Diversity? Language Matters Jewish Judaism

Judaism is Diverse Globally Beliefs Practices Identity Which branches of Judaism will you focus upon? How?

Ashkenazi Sephardic Falasha Charedi Chabad Orthodox Reform Liberal Kabbalists Jubbists Secular Jewish Hebrew Yiddish Ladino

Orthodox Original and only form of Judaism until the 1800’s. Named Orthodox in reaction to the advent of Reform Judaism. MODERN ORTHODOX Integrated into modern society yet emphasize strict observance of religious laws and commandments. Feel that secular knowledge and aspects of secular society can be incorporated into their Jewish life. ULTRA-ORTHODOX (HAREDI) Life revolves around Torah study, prayer and family. Families tend to be large, reflecting adherence to the commandment "be fruitful & multiply" (Genesis 1:28, 9:1,7). Often live in communities. Lubavitch (Chabad) A Hasidic movement founded in Russia at end of 1700’s. Lubavitch is the name of the town in Russia that served as the movement's headquarters for over a century. Reaches out to fellow Jews, celebrating the joys of being Jewish.

Reform Founded by Rabbi Isaac Mayer Wise in 1873 in rebellion against the binding traditions of orthodoxy. Most flexible about observance of Jewish laws. The largest Jewish movement in North America. Rabbi Laura Janner-Klausner- Senior Rabbi to the Movement for Reform Judaism

Main Issues of Difference Status and Interpretation of the Torah (shabbat; keeping kosher etc) Jewish identity Conversion Attitudes to same sex relationships Women Rabbis Ritual practices e.g. mikveh Design of synagogues Belief about the Messiah Beliefs about funeral practices

How Should I Prepare? Language Matters AO1, AO2 Levels,SPaG Define a Term Use in Responses Contextualise in their writing Interprets

Judaism Key Concepts Synagogue Shekhinah Shabbat Kosher Torah Mizvot Messiah Covenant Which do pupils already know?

It’s a Mitzvah Keeping the 613 mitzvot given to Moses e.g. Doing a good deed e.g. Being given an honour e.g.

MITZVAH (mitzvot) The Talmud refers to 613 mitzvot in the Torah. This number is represented by the number of knots on the tallit which is worn by many Jews during worship. Today it is impossible to keep all 613 mitzvot as many were connected with religious practices in the Temple which has been destroyed. For Orthodox Jews keeping the mitzvot is an important principle of Judaism. Although many Reform Jews will also try to keep the mitzvot many consider that some are no longer relevant to 21st century lifestyle. Decisions about which ones to observe are often based upon individual decision making. Just as in the Ten Commandments the mitzvot either show how humans should relate to God or how humans should relate to other humans.

Torah Talmud Moses Diversity of Judaism Bar Mitzvah Jewish Values Moses Tzedekah Free Will Mitzvah

Building on the Basics – Jewish Judaism The people I am studying in Judaism are ….. Sacred texts are ….. Name of God is….. They worship in ….. The most important festival they celebrate is ……. When they die they believe….. A charity of that religion that works in the UK is ……

A Jewish Judaism The Ten Commandments/Mitzvot The Synagogue Forgiveness The Messiah

21st Century Britain

There are over 350 registered Jewish Charities in the UK

Fl_LOk What Could Mitzvah Day in Your School look like?

Resources Do they reflect Judaism? Do they reflect Judaism in Britain? Do they meet the new demands of the GCSE specifications? Do they give me confidence ?

GCSE Subject Officer Lynda Maddock GCSE Subject Support Officer Christopher Barfoot Regional representatives South East and London, Channel Islands: Jonathan Harrington South West, East Midlands and East Anglia, Northern Ireland: David North, Scotland, Isle of Man: Catherine Oldham Merseyside, Cheshire, Staffordshire, West Midlands, Derbyshire: Dave Evans