What is it like to follow God?
LO -Make clear links between the story of Noah and the idea of covenant
Present pupils with a situation: their mum/dad/guardian has told them to help build a yacht. The adult has instructions showing how to do this. The pupils must leave school and begin building immediately because their family needs to sail away on the yacht as soon as construction is finished, and will never return to their normal lives. Are pupils happy to go and build the yacht? Would they like to sail away? What would they miss from their normal lives? Do they think this seems a sensible plan? How surprised are they by the adult’s behaviour?
Hot-seat Noah at different points in the story. What is he doing? Why? How is he feeling? In the Bible text, Noah does not actually speak (not until 9:25). Why do pupils think this is the case? Discuss how much trust Noah must have had in God to continue with his actions. You could hot-seat other members of Noah’s family. It must have been hard for them too.
LO – Describe how Jews show their beliefs through worship in festivals, both at home and in the wider communities
The Talmud code tells Jews to say ‘thank you’ 100 times a day. Children were tasked with keeping a ‘Gratitude Diary’ over the Christmas period to see if there are benefits of expressing gratitude regularly.
How do festivals and family life show what matters to Jews?
Passover Meal 22.11.17
After learning about the story of Moses and it's significance to the Jewish people, the class investigated the symbolic meaning of all the foods on the Seder plate used for the Passover meal.
Can you remember the symbolic meaning of the following items:
Some of the foods didn't taste the best, which may explain the odd faces pulled in some the pictures.