GCSE Religious Studies Preparing to Teach

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)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’DiversityLiving 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 RitualsDaily Life and Festivals

Issues

of God as: One, Creator: Genesis 1 3-5; 1 26-28, 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)

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

JewDiscuss the statement showing you have considered more than one point of view (15)

How Should I Prepare

Whose Diversity?Language MattersJewish Judaism

Judaism

is Diverse GloballyBeliefsPracticesIdentityWhich 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 identityConversionAttitudes to same sex relationshipsWomen RabbisRitual practices e.g. mikvehDesign of synagoguesBelief about the MessiahBeliefs about funeral practices

How Should I Prepare?

Language MattersAO1 , AO2 Levels ,SPaGDefine a TermUse in ResponsesContextualise in their writingInterprets

Judaism Key Concepts

Synagogue Shekhinah Shabbat Kosher Torah Mizvot Messiah Covenant

Which do pupils already know?

It’s a Mitzvah

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 th

e 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 ValuesMosesTzedekahFree Will

Mitzvah

Building on the Basics –

Jewish JudaismThe 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/MitzvotThe SynagogueForgiveness The Messiah

21st Century Britain

There are over 350 registered Jewish Charities in the UK

https://www.youtube.com/watch?v=DptZGFl_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

029 2026

5122

lynda.maddock@eduqas.co.uk

GCSE Subject Support Officer

Christopher Barfoot

029 2026

5094

christopher.barfoot@eduqas.co.uk

Regional representatives

South East and London, Channel Islands:

Jonathan Harrington

Jonathan.Harrington@wjec.co.uk

South West, East Midlands and East Anglia, Northern Ireland

:

David

Jones

Davidr.Jones@wjec.co.uk

North, Scotland, Isle of Man:

Catherine Oldham

Catherine.Oldham@wjec.co.uk

Merseyside, Cheshire, Staffordshire , West Midlands, Derbyshire:

Dave Evans

Dave.Evans@wjec.co.uk