Learning objective
- To understand the importance of religious and cultural languages by exploring Yiddish.
Success criteria
- I can describe how and where the Jewish
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A1: Describe and
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Cross-curricular links
English
Spoken language
Pupils should be taught
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Before the lesson
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Lesson plan
Recap and recall
Hand out whiteboards and pens (one each) and the children’s copies of the Knowledge organiser. Display the Presentation: Using the Knowledge organiser.
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Adaptive teaching
Pupils needing extra support:
Should use the Activity: Word origins: support version, which includes hints to help sort the words, in the Attention grabber; could use the Knowledge organiser for vocabulary support throughout the lesson.
Pupils working at greater depth:
Could offer detailed reflections of the Activity: Oyfn Pripetshik in the Main event, discussing the connection between language and identity; could reflect on the importance of Biblical Hebrew as a religious language for scripture, comparing this with the use of other languages they might know, such as Classical Arabic.
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Assessing progress and understanding
Pupils with secure understanding indicated by: understanding how languages ‘borrow’
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Vocabulary definitions
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Ashkenazi
A Jewish person descended from family living in central or Eastern Europe.
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Biblical Hebrew
The ancient form of Hebrew used in the writings of the Jewish Bible, different from the Hebrew spoken today.
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In this unit
Assessment - R&W Y4: Does the language of scripture matter?
Lesson 1: What came before written scripture?
Lesson 2: How has Biblical Hebrew evolved?
Lesson 3: Is all Arabic the same?
Lesson 4: Should prayers be said in their ‘original’ languages?
Lesson 5: How important are translations of religious scripture?
Lesson 6: Why does some religious scripture contain artwork?
Maintained by: Kapow Primary team
Last update: 5th September, 2024
