Non-Statutory Curriculum Planning Guide Page 38
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63Non-Statutory Guidance 2012
Section 1 – Curriculum Planning
MODEL SCHEME OF WORK - JUDAISM KS2 – PRAYER AND BAR/BAT MITZVAH (3)
Key skills
Learning
Key
Content
Activities
Assessment AT1/AT2
Other
considerations
&
Objectives
words/
including VAK
(including cross-
processe
concepts
curricular links)
s
Question
AT1
kippah
Prayer aids:- Kippah
In discussion, focus
During this unit about Jewish
Speaking &
Interpret
Know about the
tallit
– Jewish men must
on:-
artefacts and special
Listening
special artefacts
tefillin
cover their heads
Kind thoughts
ceremonies, assess according
worn by Jewish men
prayer
when they pray,
Kind feelings
to their ability to discuss,
DT
when they pray, and
artefacts
usually with a kippah,
Kind actions
remember key words, put
the significance of
Torah
as a sign of respect
How can one lead to
ideas into a design, prayer or
Art
these objects.
Shema
in God’s presence.
the next – as in the
poem and apply ideas learnt
AT2
sacred
Tallit – given at Bar
case of tefillin?
to their own experiences.
Explain the
Mitzvah - four
Design a small
importance for a
cornered shawl with
box/container into
Jewish man of using
an eight stringed
which to put own
the kippah, tallit
tassel at each
words about thoughts/
and tefillin as an aid
corner. 613 threads
feelings/ actions.
to prayer and
= fringe. The Torah
reflection, and
says this must be
explore the use of
worn. Tefillin – two
such objects in
black leather boxes,
pupils’ lives.
one worn on the
upper left arm by
the heart, the other
on the forehead –
containing God’s word
and worn next to the
head and heart.
38
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