key_stages: Key Stage 2 (Age 7-11)

Azeen welcomes TrueTube to the East London Mosque and we’re given the full tour. Azeen talks about the features of a traditional mosque and shows us how Muslims pray.

Curriculum Mapping

Component 1: The study of religions: beliefs, teaching and practices – Beliefs and teachings - Islam - Salah and its significance: how and why Muslims pray including times, directions, ablution (wudu), movements (rak’ahs) and recitations; salah in the home and mosque and elsewhere; Friday prayer: Jummah; key differences in the practice of salah in Sunni and Shi’a Islam, and different Muslim views about the importance of prayer. Hajj: the role and significance of the pilgrimage to Makkah including origins, including the Ka’aba at Makkah,

Area of Study 3 – Islam - Section 1: Muslim Beliefs -Salah as one of the Five Pillars, including reference to Surah 15: 98–99 and 29:45: the nature, history, significance and purpose of Salah for Sunni and Shi’a Muslims, including different ways of understanding them; how Salah is performed including ablution, times, directions, movements and recitations, in the home and mosque and Jummah prayer.

Component Group 1–Practices - Islam - Public acts of worship - Salah as direct communication with Allah. The importance of practices - Islam as a way of life, lived in total submission to Allah • The importance of the Five Pillars of Islam to Sunni Muslims • The meaning of the Five Pillars: •• Shahadah: sincerely reciting the Muslim profession of faith •• Salat: performing ritual prayers in the proper way five times each day •• Zakat/Zakah: paying an alms (or charity) tax to benefit the poor and the needy •• Sawm: fasting during the month of Ramadan •• Hajj: pilgrimage to Mecca • The analogy of the house and pillars

2.1 Unit 1 PART A - Part A Islam - Core beliefs, teachings and practices - Practices - The Five Pillars of Sunni Islam -Prayer/ Salat  Adhan call to prayer, praying at mosque and Friday Jummah prayer (Qur'an 15:9899, 29:45)  Praying at home, private prayer (Du'ah)  The preparations and intention for prayer: wudu and niyyah  The significance and symbolism of the different prayer positions that make a rakat (sequence of prayer) Obligatory Acts  Shahadah: the Muslim profession of faith in Allah and the prophet Muhammad; occasions when the Shahadah is recited, e.g. aqiqah ceremony, conversion to Islam  Zakat: paying an alms (or charity) tax to benefit others, what zakat tax may be used for, and additional charity (saddaqah)  Sawm: Fasting during the month of Ramadan. How and why Muslims fast during Ramadan and rules about halal and haram diet (Qur'an 2:183)

2.3 Component 3 (Route A) - Option 3: Islam - The Five Pillars of Sunni Islam: practices in Britain and elsewhere - Salah: the practices of prayer in Islam in the mosque and at home, including Jummah prayer: Qur'an 15:98-99, Qur'an 29:45

Transcript

Holy Cribs – Mosque

Azeen: Welcome to the East London Mosque. My name is Azeen. I'm a Muslim. My religion is called Islam. This is where I come to worship Allah, which is what we call God. Come on in. I'll show you around. The inside of the building is always kept clean as a sign of respect to Allah. So the first thing I do is take off my shoes and leave them in these racks here. Girls and women should also cover their heads with a scarf called a hijab inside the mosque. A lot of boys and men like to wear a little cap like this, called a topi. As well as keeping the building clean, we like to keep ourselves clean too. So before I pray, I come in here to do a special wash called wudu. So I sit in front of one of these taps and I wash my hands, face and feet three times. Now I'm ready to go into the main prayer hall. The first thing you notice, there isn't much in here. This building is called a mosque or masjid, which both mean a place of prostration. Prostration is when someone bows down with their forehead right on the floor. And all Muslims do this when we pray, as a sign of complete obedience to Allah. So a prayer hall just needs to be a big open space where lots of people can sit on the floor to say their prayers.

There's nice thick carpet so we're comfortable when praying and there's these lines across it, which we stand on in rows. This gives us enough space to prostrate so we don't bump into the people in front. Wherever we are in the world, all Muslims face the city of Makkah in Saudi Arabia when we pray. That's because the first ever building used to worship Allah, called the Ka'bah, is in Makkah. It's a symbol of togetherness that all Muslims everywhere are concentrating on the same holy place and praying to Allah. The direction of the Ka'bah in Makkah is called the qibla and you can work out using the compass. But here in the mosque there's an easier way. This archway is called the mihrab and it's always in the wall facing the qibla. The person who leads the prayers in a mosque is called an imam, and he'll stand in front of the mihrab to say the prayers out loud. The mihrab reflects his voice back into the room so that everyone can hear him, because, of course, he'll be facing Makkah too. Muslims pray five times a day just before sunrise, just after midday, mid-afternoon, just after sunset and at night before going to bed. I could do that anywhere, as long as I'm in a clean place or have somewhere to lay down a prayer mat. But lots of people like to come here to pray with other people. About quarter of an hour before the prayer is due to start, a man called a muezzin will call people to prayer by reciting the adhan.

In Muslim countries, this could be heard from loudspeakers outside so the local people know to stop what they're doing and get over to the mosque. Traditionally, and it's still done in some places, the muezzin will climb the stairs to the top of a tower called a minaret to give the call. Minarets are still a common feature of mosques, even though the muezzin often uses a microphone these days. In the UK, you usually only hear the adhan inside the building. But here at East London Mosque, the daytime calls are broadcasted outside as well. Just before the prayer starts, there's another call which is called the iqamah. On Fridays, people make a special effort to come to the midday prayers because the imam does a special talk called a khutbah, and he'll do it from this platform here, which is called a minbar. Above the prayer hall, traditional mosques have a dome. This helps the imam's voice carry to all parts of the room and in hot countries allows the hot air to rise to keep everyone else cool. And some say that the dome is a reminder of heaven above us, and they are often most beautifully decorated. You won't see any pictures of people or animals inside the mosque, because when Islam started in Arabia hundreds of years ago, most people worshipped statues and pictures. So Muslims wanted to show they were different because they worshipped Allah who couldn't be seen. So instead, mosques are often decorated with passages from the Qur'an, which is a holy book, is written in a very old form of Arabic, which looks beautiful when written out like this. The art of beautiful writing is called calligraphy, and some of the oldest and most beautiful calligraphy in the world is in Arabic. You might also see geometrical patterns like geometry in maths. These are amazingly complicated designs made up of different shapes, and they are often symmetrical. Or there are sometimes patterns that look like leaves and branches twining around each other and over the building. That sort of design is called arabesque. Men and women pray separately in the mosque, so they are concentrating on Allah and not on each other. Sometimes the women will have an area at the back of the main prayer hall or a gallery, or like we've got here: the women have their own separate room. Education and learning are very important to Muslims. So we have a classroom here where I come to a madrassah, that's school in Arabic. I'm learning Arabic so that I can read the Qur'an in its original form and not just a translation. And that's my mosque, out here you can see the dome and minaret standing proudly as part of our community. Thanks for coming, bye.

Holy Cribs: The Mosque

Video length - 07.33

Watch Azeen practise and describe a rak’ah – the positions that Muslims perform during prayer.

Curriculum Mapping

Area of Study 3 – Islam Section 1: Muslim Beliefs - Salah as one of the Five Pillars, including reference to Surah 15: 98–99 and 29: 45: the nature, history, significance and purpose of Salah for Sunni and Shi’a Muslims, including different ways of understanding them; how Salah is performed including ablution, times, directions, movements and recitations, in the home and mosque and Jummah prayer."

Component Group 1–Practices - Islam - Public acts of worship - Salah as direct communication with Allah - Component Group 1–Practices - Islam - Public acts of worship - Salah as direct communication with Allah. The importance of practices - Islam as a way of life, lived in total submission to Allah • The importance of the Five Pillars of Islam to Sunni Muslims • The meaning of the Five Pillars: •• Shahadah: sincerely reciting the Muslim profession of faith •• Salat: performing ritual prayers in the proper way five times each day •• Zakat/Zakah: paying an alms (or charity) tax to benefit the poor and the needy •• Sawm: fasting during the month of Ramadan •• Hajj: pilgrimage to Mecca • The analogy of the house and pillars

Transcript

Holy Cribs – Prayer Positions

Azeen: Salah the duty to pray five times a day. We could do it anywhere as long as we've done a wudu and the place we're in is clean and we've got the space to do the movements I'm about to show you. In the prayer hall of a mosque. The carpet is often marked with rectangles for people to stand in or lines across a floor, so everyone has enough space to pray and do the movements without bumping into the people around them. At home I just use a prayer mat. When we pray, we must face the direction of the Ka'bah, which is a cube shaped holy building in the center Makkah in Saudi Arabia. This direction is called the qibla and in a mosque you could tell the qibla by facing the mihrab, which is an archway in the wall at the front of the prayer hall. We pray five times a day. And as well as saying the words in Arabic, we also show our devotion to Allah. First, I should have the intention to pray, which is called the niyyah. So I focus and get myself into the right frame of mind. Then I say Bismillah and the prayer begins. I raised my hands and then lowered them while I say Allahu Akbar. This is called takbir. I'll stand and this is called qiyam. Then I bow from the waist. This is called ruku. Then comes sujud or sajdah, when I kneel down and put my forehead on the floor. This is called prostration in English. I return to the kneeling position called jalsa. Then I prostrate again. And finish in the kneeling position. And that series of movements is called a raka'ah. I'll stand and do more rak'ah's and the number depends on which prayer I'm saying. Each of the positions goes a bit further in showing total submission to Allah. When the prayer is finished and I'm kneeling at the end of the final rak'ah I turn to my right and then my left to say, salam. Peace be with you. After the prayer in Arabic. I can also say my personal prayers in English. And this is called du'a.

Islam: Prayer Positions

Video length - 02.55

Before Muslims pray, they should always perform a special wash called wudu. Watch Azeen as he demonstrates and describes how he does it.

Curriculum Mapping

Area of Study 3 – Islam - Section 1: Muslim Beliefs - Salah as one of the Five Pillars, including reference to Surah 15: 98–99 and 29:45: the nature, history, significance and purpose of Salah for Sunni and Shi’a Muslims, including different ways of understanding them; how Salah is performed including ablution, times, directions, movements and recitations, in the home and mosque and Jummah prayer."

Transcript

Holy Cribs - Wudu

Azeen: When Muslims pray, we do a special wash called wudu as a symbol that we are pure and ready to speak to Allah. We wash our hands, face and feet three times, but it's done in a particular way, in a particular order. We sit here in front of one of these taps because if possible, we prefer to do our wudu using running water so we're not washing ourselves in water that someone else might have washed in. First I say Bismillah, which is a short prayer in Arabic. In English it goes in the name of Allah, the compassionate, the merciful. I'll wash my hands thoroughly. First, the right three times. Then the left three times. I rinse out my mouth three times. I rinse my nose by snuffing water into my nostrils and blowing out three times. I wash my face three times, all of it from the bottom of my chin to my hairline. Starting with my right arm. I wash from the wrist to the elbow three times. And then I'll do the same with my left arm. I run my wet hands over my hair. Then wipe my ears inside and out. And then the back of my neck. Then I wash my right foot three times up to the ankle. And my left foot three times. Finally, I say the Shahadah, which is another short prayer in Arabic. In English it goes. I bear witness that there is no God but Allah, and Muhammad is the messenger of Allah. And now I'm ready to pray.

Islam: Preparing to Pray

Video length - 02.49

Published date - Oct 2022

The film follows Seren, a mixed-heritage British girl, as she discovers what being British means to her, and how the service contributions of Black, African, and Caribbean men and women are recognised in today’s multi-cultural society.

Seren meets with a group of young Black and British persons each with different heritages – Ghanian, Jamaican, Barbadian, Nigerian, Zimbabwean – to discuss whether Black people and those from the Commonwealth feel included in Remembrance Sunday, when we honour the service and sacrifice of persons past and present. They discuss their feelings before watching an interview with a Captain born in London with Ugandan and Rwandan heritage, discussing his identity and service.

Transcript

Seren: Hi, my name is Seren and I like drama, pizza and I'm mixed race because my mum is black and my dad is white. I live in Wales, which makes me Welsh, but I'm also British. But what does that actually mean? It can't all be about cricket, tea and the weather, so it has to be about the people, right? But what sort of person makes Britain what it is. Well, the people like me and you. I've been finding out about a charity called the Royal British Legion, which looks after people who have helped to keep everyone in Britain safe and make our lives better. Work that's called service because the people serve us all. It's the Royal British Legion that organises Armistice Day on the 11th of November and Remembrance Sunday. The days when we wear poppies to help us remember the sacrifices that people have made over the years to protect us, even dying to serve Britain. And for over 200 years, people from Africa and the Caribbean have been serving the country, helping to make Britain the country it is today. We usually remember the people who served in the Army, the Royal Air Force or Royal Navy, sometimes fighting, but more often doing humanitarian work, which means saving lives and making lives better. But there are lots of other people who serve. Paramedics driving ambulances. Firefighters rescuing people from burning buildings. Doctors, nurses and volunteers who go to places where there's been a natural disaster, like an earthquake or a pandemic. I've come to this youth club to talk to some people around my age and hear what they think about being black and British.

Lore: I would think of myself as British, but I feel like I want to embrace my culture more.

Shaun: I would see myself as British because I live here.

Kendra: I think of myself as British since I was born and raised here.

Seren: Do you guys know anyone in your family or community that has been in the forces or emergency services?

Lore: Yeah, um, back in Nigeria, my great granddad, before he passed away, he had he was in the Navy. He had a ship called the seal and he used it to transport troops.

Shaun: I haven't had anybody in my family during the war, but I feel like if I was to, it would be to protect my country.

Seren: My grandfather was actually in World War two. He fought for Britain. And, uh, quite a few members of my family are doctors. And my neighbours training to be a paramedic.

Dontay: My granddad, um, fought in the Army for a few years, and. Yeah.

Seren: Did you know that people with heritage like ours have fought for Britain for over 200 years?

Kendra: And I actually knew this since I was taught at our school.

Seren: I wasn't taught it at school.

Anashe: Me neither.

Seren: Why do you think that? Some were and some weren't.

Kendra: Um, maybe depending on like what part of England you live in or what part of the UK living. Um, the curriculums may be different and they may not be taught in like a history class.

Seren: Okay, so lean in. Can you see I'm going to show you an interview with someone who's in the British Army right now.

Captain Nasif Mugisha: Hi, my name is Nasif Mugisha and I'm a captain in the Royal Engineers, where I'm from in London. Not many people I know joined the Army at all. Um, no one in my family has joined the British Army. Some people were a bit awkward about it, I think, because their idea of what the army was was purely just about fighting. And from what you see in films, I describe my heritage as Black British. So my parents are from Uganda and Rwanda, two countries in East Africa. Um, but I myself was born here in the UK. Um, but I still do feel that those places are very much a big part of who I am as well. So I'm also a muslim and I'm a practising Muslim in the British Army. And that's something that is seen not really seen that much. And probably people think that it's something that's not necessarily compatible. Um, and what I found actually is being a muslim, um, and practicing my Islam in the British Army. I've actually not had any real difficulties or issues with it. I'd be lying if I said that I've never had people make prejudiced comments or even racist comments whilst I've been in the army, and that's something that is quite frustrating. But one thing that I've had from my experience of both working in the Army and working outside the Army, is that sadly, racism is something that still exists in our society and the army recruits from our society. So sometimes some of those people do slip through the net. And when I have raised it, or when I have dealt with it and addressed it, people have been really supportive. And the Army itself has really strong and robust policies, so it's not tolerated at all. I really understand how some a lot of young people don't feel British or even feel included by British society. I think that's something that I used to myself experience and feel that way. Um, and I get that because what we're told is the definition of British society, of Britishness is usually quite narrow and is usually things that are associated to do with basically just whiteness, um, or things that we've not experienced. And it's the idea that being British is basically not what we are. You know, this country was as much as it was built by, of course, white people, but also built by the work of, you know, for example, Bangladeshi textile workers, by Caribbean nurses, by Jamaican bus conductors, by people from all over the world of all different colours and races. Those people all contributed to the history and the success of this country. Then I realised that I 100% am part of this, and not just that. That I have just as much claim to what it is to be British. And that's why I, as a black British person, feel comfortable being in the Army, because here it's whether you look a certain way or sound a certain way. Ultimately, what matters when you're training, when you're on the battlefield, or when you're doing disaster relief, it's about how good you are and whether you can deliver. And the Army recognizes that. The reason why I think Remembrance Sunday is important is, well, as a serving soldier, it's really important to understand and remember the sacrifice that was made by people who wore this uniform or uniforms like this. And in the past, serving Britain. I recognize all those people that chipped in from all over the world to take a stand, to make those sacrifices when necessary.

Seren: So what do you guys think of the film?

Lore: The video rejected, um, stereotypes of the army because he didn't look like the usual soldier.

Ethan: It really changed my perspective of black people in the army because I thought that people normally would face really severe racism and it would be really hard for them. But, um, the way he explained it in the video, it seems like he still faces some challenges, but not as much as I thought he would.

Anashe: He inspires me to express my culture much more.

Seren: How do you guys feel about Remembrance Sunday? Do you feel a part of it?

Dontay: I don't feel that like I'm a part of it that much.

Anashe: I think that schools could be doing activities after school on that day.

Seren: Do you think that over 100 years ago, when the First World War ended, do you think that black people and people from the Commonwealth were thought about during remembrance?

Kendra: A long time ago, like, um, the society wasn't as inclusive or they were like they were more closed minded. So I don't think that we took, um, people that were in the British Isles or people from countries that were in the British Empire into consideration. Not so much in the past, but I think as, um, is coming to the future and more remembrance days are being done. Uh, more recognition is coming from black people and toward black people. For example, um, you can buy a black poppy on Remembrance Day, and that symbolizes the black soldiers and World War one.

Lore: I feel like they are for about some time, but like, not nearly as much as they should be.

Seren: Will you guys be silent for two minutes on Remembrance Sunday this year. And what will you be thinking about?

Anashe: Yes, I will, because I'll be thinking about the people that die for our country.

Seren: What will you remember? And what do you think about the idea of service and serving our country in some way? How could we all help to make our country a better, safer place for everyone?

The Royal British Legion: Black and British; Sacrifice and Service (KS2)

Video length - 08.49

Keystage(s) - 2

Published date - Sep 2022

Meet Abi – they’re a bit different, in many amazing ways! Abi’s autism can make life challenging sometimes, but it’s also given them some gifts. Smart, curious and open to other cultures, Abi has been on a mission to find the right faith for them and Hinduism speaks to their soul. In the film Abi describes their day to day life, their autism, their love of languages, identifying as non-binary and why Hinduism works for them – excitingly, Abi gets to experience their first public Diwali.

Produced by Morgan Tipping.

Directed, edited and animated by Tommy Chavannes – https://tommychavannes.com/

Curriculum Mapping

Component 2: Thematic studies - Religious, philosophical and ethical studies - Students should be aware of different religious perspectives on the issues studied within and / or between religious and non-religious beliefs such as atheism and humanism.

Area of Study 1 - The aims and objectives of this qualification are to enable students to: ● develop their knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism

Component Group 2–Religion, philosophy and ethics in the modern world from a religious perspective - dialogue within and between religions and non-religious beliefs; how those with religious and non-religious beliefs respond to critiques of their beliefs including the study of a range of attitudes towards those with different religious views – inclusivist, exclusivist and pluralist approaches.

1.1 - Develop learners’ knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism Understand that religious traditions in Great Britain are diverse and include the following religions: Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism, as well as non-religious beliefs, such as atheism and humanism

2.3 Component 3 (Route A) - The compulsory nature of this component ensures that learners know and understand the fact that the religious traditions of Great Britain whilst being, in the main, Christian are also diverse and include the following religious traditions as well as other religious and non-religious beliefs such as humanism and atheism. This knowledge may be applied throughout the assessment of the specified content.

Autism, Hinduism & Me

Video length - 05.59

Published date - Dec 2021

The Bible story of Pentecost is retold – with a twist. The 12 apostles are celebrating the harvest festival (of Shavuot) and one of them is recording events on his mobile phone. In truth none of the apostles feel much like celebrating – it is several weeks since Jesus left them to ascend into heaven, the apostles are scared and are in hiding, and the mood is pretty sombre. Suddenly there is a whoosh of air, the building rattles and tongues of fire appear all around. The apostles realise it must the Holy Spirit – the gift promised by Jesus when he departed. The apostles join with a crowd in the street, explaining what has happened. Suddenly they feel reinvigorated and ready for all the challenges that lie ahead of them.

Suitable for teaching KS1 / KS2.

For teachers’ notes and more: https://www.bbc.co.uk/teach/school-radio/assemblies-ks1-ks2-pentecost-party-apostles/z8h8cmn

As this film is embedded you will not be able to download it.

The TrueTube team made this film for BBC Teach, so for more resources go to BBC Teach: https://www.bbc.co.uk/teach

The Bible Stories series was commissioned by BBC Teach and produced by CTVC/TrueTube.

Curriculum Mapping

Component 1: The study of religions: beliefs, teaching and practices - Christianity - Worship and festivals

The role and meaning of the sacraments:

• the meaning of sacrament

• the sacrament of baptism and its significance for Christians; infant and believers' baptism;

• different beliefs about infant baptism.

Area of study 3 - Section 3: Living the Christian Life - Christian worship: liturgical and non-liturgical forms of worship, including activities which are informal and individual, including reference to the Book of Common Prayer; when each form might be used and why; divergent Christian attitudes towards the practices, meaning and significance of liturgical and non-liturgical forms of worship in Christian life today, with reference to denominations which worship with less structure such as some Pentecostal churches.

Component Group 1 - Christianity - Practices - Sacraments• The meaning of the word sacrament • The role and meaning of the sacraments •The role of Baptism and Eucharist in the life of a Christian •Common and divergent attitudes towards the practice and meaning of Baptism by different Christian denominations •Common and divergent attitudes towards the practice and meaning of the Eucharist by different Christian denominations •Common and divergent attitudes towards the Sacraments,including which practices are considered by different Christian denominations to be a sacrament •Different interpretations and emphases given to sources of wisdom and authority by different Christian denominations

2.2 Unit 2 PART A : Christianity - Core beliefs, teachings and practices - Practices Life’s Journey: Sacraments and key acts of worship:  Baptisms (Mark 1:9-11); Infant and Believers' Baptism; reasons and rituals  Eucharist/Communion (1 Corinthians 11:23-26): diverse Christian interpretations and associated practices

Component 2 (Route A) Study of Christianity: Practices: Sacraments ➢ Diverse beliefs regarding Sacraments ➢ The role, meaning and celebration of Baptism and Eucharist: John 3:3-6 ➢ Diverse interpretations of Baptism and Eucharist with reference to the beliefs of the Catholic and Protestant Churches Forms: Component 2 (Route B) Applied Catholic Theology : Theme 3: Life and Death: Artefacts: How Christian beliefs in the resurrection are expressed by the paschal candle as it is used in the Easter Vigil and during Catholic Baptism

You won’t believe what happens at this Pentecost party!

Video length - 5.02

Keystage(s) - 1 and 2

Moses and the 10 Commandments – Vlog #1 – The Bible story of Moses and the 10 Commandments is retold – with a twist.

Moses and the Jewish people are on their journey from Egypt to the Promised Land when Moses goes to speak with God near the summit of Mount Sinai. Afterwards Moses relates what happened in his most recent vlog to his channel. He says that God gave him ten commandments – or rules to live by – written on stone tablets. Moses describes each of the commandments in turn and goes on to reveal that God actually gave him 613 commandments so there are still another 603 to vlog about!

Suitable for teaching KS1 / KS2.

For teachers’ notes and more: https://www.bbc.co.uk/teach/school-radio/assemblies-ks1-ks2-moses-10-ten-commandments-vlog-1/zjqbf82

This film is from the the assemblies collection on BBC Teach: https://www.bbc.co.uk/teach/school-radio/primary-school-assemblies-collective-worship-ks1-ks2/zmsnm39

As this film is embedded you will not be able to download it.

The TrueTube team made this film for BBC Teach, so for more resources go to BBC Teach: https://www.bbc.co.uk/teach

The Bible Stories series was commissioned by BBC Teach and produced by CTVC/TrueTube.

Curriculum Mapping

Component 1 - The study of religions: beliefs, teaching and practices - Judaism - Key beliefs: The Covenant and the mitzvot The Covenant at Sinai and its importance, including the role of Moses and the Ten Commandments, Exodus 20:1-17.

Area of Study 3 – Judaism - Section 1: Jewish Beliefs - The Covenant at Sinai: the nature and history of the Covenant at Sinai (the Ten Commandments), including Exodus 20; the role and significance of Moses in the Covenant at Sinai; divergent understandings of how and why the Decalogue is important in Jewish life today.

Component Group 1 - Judaism - Beliefs and teachings - The Covenant at Sinai • The concept of Covenant •The significance of the Covenant at Sinai (the Ten Commandments) • The role of Moses within Judaism • Issues related to the Covenant at Sinai, including the nature of the promises made by G-d to the Israelites and their significance for modern Judaism • Common and divergent emphases placed on the Covenant at Sinai by different Jewish groups •Different interpretations and emphases given to sources of wisdom and authority by different Jewish groups

2.1 Unit 1 - PART A - Judaism - Core beliefs, teachings and practices - Worship in the home and synagogue  The importance of the synagogue: internal features- aron hakodesh (ark), ner tamid, bimah, Torah, Ten Commandments, seating

Component 3 - Study of a World Faith - Option 4: Judaism - 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

Moses and the 10 Commandments – Vlog #1

Video length - 04.57

Published date - Dec 2021

Keystage(s) - 1 and 2

Black British Stories – Christina Shingler: In this short film Felix, aged 10, talks to his grandmother Christina (Tina) Shingler, a writer who decided to do something about the lack of black characters in British literature.

Felix interviews Tina to find out what life was like growing up as one of the only two black children at her school in Ripon, North Yorkshire.

Tina was often teased and her ‘frizzy’ hair in particular, became a target. To deal with this, Christina lost herself in books and spent much of her time at Ripon library.

She always dreamed about was being a princess but she never found any princesses in books that looked like her. They all had “silky smooth, grade-A blonde, princess hair”; this was something that Christina could not identify with.

In 2004 Tina decided to do something about the imbalance of black characters in British literature and she wrote Princess Katrina and the Hair Charmer.

This film is from the series Black British Stories. A collection of short films for primary schools, exploring the experiences and contributions of people from communities across the UK, and celebrating the rich contribution of the black community to the culture, society and economy of the UK.

These short films are suitable for teaching history at KS2 in England, Wales and Northern Ireland and at 2nd Level in Scotland.

For teachers’ notes and more episodes: https://www.bbc.co.uk/teach/class-clips-video/history-ks2-black-british-stories/z3w84xs

As this film is embedded you will not be able to download it.

The TrueTube and CTVC team made this film for BBC Teach, so for more resources go to BBC Teach: https://www.bbc.co.uk/teach

The Black British Stories series was commissioned by BBC Teach and produced by CTVC/TrueTube.

Black British Stories – Christina Shingler

Video length - 04.16

Published date - Oct 2021

Keystage(s) - 2

The Only Way is Keeping Up With Esther – The story of Esther and Mordecai is retold – in the style of an OTT reality TV show.

King Ahasuerus has grown tired of Queen Vashti and has her thrown out of the palace. He gives the courtier Haman responsibility for finding him a new wife and Haman quickly identifies Esther as perfect. Esther’s guardian is her cousin, Mordecai, who insists on going to the palace with Esther, while warning her not to reveal their Jewish faith. When Haman discovers their identity he convinces the King to have all Jews in the land killed – and Esther must find a way to save her people.

Suitable for teaching KS1 / KS2.

For teachers’ notes and more: https://www.bbc.co.uk/teach/school-radio/assemblies-ks1-ks2-esther-mordecai-haman-purim/zsfq8hv

This film is from the the assemblies collection on BBC Teach: https://www.bbc.co.uk/teach/school-radio/primary-school-assemblies-collective-worship-ks1-ks2/zmsnm39

As this film is embedded you will not be able to download it.

The TrueTube and CTVC team made this film for BBC Teach, so for more resources go to BBC Teach: https://www.bbc.co.uk/teach

The Bible Stories series was commissioned by BBC Teach and produced by CTVC/TrueTube.

Curriculum Mapping

Component 1: The study of religions: beliefs, teaching and practices - Christianity - Jesus Christ and salvation Beliefs and teachings about:

• sin, including original sin

• the means of salvation, including law, grace and Spirit

• the role of Christ in salvation including the idea of atonement.

St Mark’s Gospel: as a source of religious, moral and spiritual truths Parables of the kingdom. - Jesus’ use of parables.

Component 1 - The study of religions: beliefs, teaching and practices - Judaism - Key beliefs: The nature of God. God as Creator God as Law-Giver and Judge, loving and merciful.

Area of Study 3 – Christianity - Section 1: Christian Beliefs - The nature and significance of salvation and the role of Christ within salvation: law, sin, grace and Spirit, the role of Christ in salvation, including John 3:10–21 and Acts 4:8–12; the nature and significance of atonement within Christianity and its link to salvation. Section 1: Jewish Beliefs - The nature of the Almighty: how the characteristics of the Almighty are shown in the Torah, and why they are important in Jewish life today, including One, Creator, Law-Giver and Judge, including reference to Genesis 2.

Component Group 1 - Judaism - Beliefs and Teachings - Nature of G-d• The meaning of the terms G-d as One, Creator, Law-Giver, Judge and Eternal •The signifa nce of the following characteristics for Jews: •• All-powerful •• All-good •• All-knowing •• Everywhere •• Beyond time and space •• Concerned with humanity •• Intervening in the world •• Transcendent and immanent • Issues related to the nature of G-d, including the problem of evil and suffering • Common and divergent emphases placed on these characteristics by different Jewish groups, including beliefs about the Last Day of the world as Judgement day and the judgements made by G-d on Rosh Hashannah

2.1 Unit 1 PART A - Christianity - Core beliefs, teachings and practices - Jesus as God Incarnate - His birth, crucifixion, resurrection (key elements of the accounts of Jesus' birth, (Matthew 1:18- 2:12 and Luke 1:26-35 and 2:1-21), death (Mark 15:139), resurrection (John 20:1-21) and ascension (Acts 1:9-11)

2.2 Component 2 (Route A) Study of Christianity - Jesus Christ ➢ Beliefs and teachings about Jesus’ incarnation: John 1:14, Luke1:28-33

The Only Way is Keeping Up With Esther

Video length - 05.41

Published date - Oct 2021

Keystage(s) - 1 and 2