Religious School Curriculum

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KINDERGARTEN Welcome to Religious School! The first year in Religious School is devoted to getting acquainted. In our Kindergarten program, we strive to develop positive attitudes about our synagogue, our people and our religion. The Rabbi, the Cantor, the Educator and the Religious School teachers will all become familiar friends to our Kindergarten class. Through experiential activities, the children discover and celebrate all the Jewish holidays, and meet some of our favourite Bible characters related to these holidays. Music, dance, drama, and arts & crafts are all part of the festivities. The children will begin to experience the delight and excitement of Jewish life and begin to value their Jewish identity. GRADE ONE The introduction of the concepts of belonging and learning as important Jewish values is a central focus of the Grade One program. The Jewish holidays will continue to occupy an important part of the curriculum, as the children begin to see themselves as an important part of the Temple community. Celebration Lessons, from Torah Aura Publications, will be used to introduce the children to the wonderful traditions associated with each of our holidays. Not only will they work with these colourful booklets at Religious School, but they will also share them at home with their families. Hebrew games, songs, and lively activities are designed to accustom young ears to the sound of Hebrew. A special highlight of the Grade One year is the Consecration celebration.

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GRADE TWO
Using the beautifully illustrated book, A Child’s Bible, Book 1, the students are introduced to some of the essential lessons found in the Torah. We begin to familiarize the students with the Patriarchs and Matriarchs by transforming the stories found in the Book of Genesis into understandable experiences. Students begin to discover meaning in these stories and use them as a means for their own self- understanding. A Child’s Bible, Book 1, is designed to encourage families to share in the tradition of our past and become active partners in their children’s Jewish education by reading the stories together. Along with the introduction of Torah, the concepts of Avodah (worship) and G’milut Chasadim (acts of loving kindness) are introduced. These foundational concepts provide students with the understanding they need to build a lifetime of Jewish learning and living.

GRADE THREE
Children have profound questions about God, such as “Does God care about me?” and “Why does God allow bad things to happen?” Teachers and parents often find it difficult to talk about this most intangible subject. Using the text Partners With God, we will introduce the Jewish concepts of God and holiness and provide the children with a Jewish vocabulary for thinking and talking about God. The children will also be challenged by the Ten Commandments, an age-appropriate text which will enable them to relate the values and issues which emerge from their discussions to feelings and experiences in their own lives. The moral lessons of the Commandments are explored in timeless stories from the Bible, Talmud and Jewish folklore. The children will also explore the history and rituals associated with the Jewish holidays using a variety of resources. Music, arts and crafts, and drama will be used to enrich their educational experience.
GRADE FOUR
There are many important moments in our lives that are uniquely Jewish. Throughout the first term, the children will trace the life cycle of a Jew from birth to death, using The Book of Jewish Life as a resource. They will not only study these important customs and ceremonies, but they will also experience many events and compare their experiences with those of other children. Through the use of varied and interesting materials, the children will learn to explore Jewish values and ideals and to view their Jewish heritage as an aid in their own moral growth and development. Throughout the second term the children will be introduced to modern-day Israel through a variety of creative resource materials and activities.
GRADE FIVE
Grade five students will encounter a curriculum that promises to be relevant and challenging for the eager curious mind of the ten-year-old child. The students trace their own family history using family members as resources. Second, they take a brief look at the Jewish communities of Eastern Europe. After travelling with the Jews from Europe to North America, they delve into the past and present of our own Jewish community. Using the text Making a Difference the students strive to develop an understanding of their Jewish identity and responsibility in relationship to their families and their community. They will learn about tikkun olam – repairing the world, and will become familiar with past and present Jewish heroes who are role models in the fulfillment of tikkun olam.
GRADE SIX
The Grade Six students, now equipped with a general understanding of Jewish history, customs and ceremonies, begin an in-depth study of the ethical and moral dimensions of Jewish life. Using the text, Exploring Jewish Ethics and Values, they confront a series of moral dilemmas and encounter core Jewish values. In the process, they address questions of Loshon Hara, ethical dilemmas in the Israeli/Palestinian conflict, involvement in social action, and ethical treatment of animals and other human beings. Prayer, as a part of the ethical dimension of Judaism, will be studied using a variety of texts exploring the content and meaning of prayer. A more sophisticated look at modern Israel, its history, its founders and Israel’s relationship with its Arab neighbours, will be accomplished by using the text All About Israel, as well as new materials from the A.R.E. Publishing House.

GRADE SEVEN
In the year of their Bar/Bat Mitzvah, students are part of an integrated program which includes Hebrew language learning, Family Education, Bar/Bat Mitzvah preparation, involvement in a self-designed social action project and many other activities. The curriculum includes the study of Torah, an ongoing examination of Reform Judaism and an opportunity for the students to continue constructing their Reform Jewish identity which culminates in their Bar/Bat Mitzvah experience. The curriculum also contains units on Judaism in the media/pop culture, social justice, ethics, the Jewish community, guest speakers and family programs.

GRADE EIGHT
The Grade Eight program is an intensive year long study in Comparative Religions. As children become teenagers, the importance of tolerance, support and understanding of other races and religions in our multicultural world cannot be measured. The program begins with an examination of the major movements in Judaism. Using the text, Judaism and the World’s Religions, the students will consider the origins of the Orthodox, Conservative, Reform and Reconstructionist movements. How did these different movements develop? Who were the men and women that shaped the various schools of thought? What does each movement stand for? What are its basic teachings and practices? Armed with their newly acquired knowledge, the students will then proceed to an exploration and comparison of Judaism to the basic beliefs and rituals of Christianity, Islam, Buddhism and Hinduism. Field trips to various places of worship in the Toronto area will enrich the learning experience.

PRE-CONFIRMATION (Grade Nine)
What does it mean to be a Jew? How does our Jewish identity affect our lives, our values, and our decisions? Beginning with a brief survey of Jewish history we will examine the events that took place in Europe from 1933-1945, exploring the impact that period of history has had on the Jewish people and on the world. Our journey continues with an exploration of current Bioethical questions from a Jewish perspective. Using various texts and Reform Responsa, we engage in debate about the various positions on these issues. The year continues with a focus on human rights issues that exist in our society today, including sweatshops and child labour. Students will examine the problems and learn about strategies they can use to help improve living conditions for others.

Learning is facilitated through games, role-playing, simulations and discussion groups. There is one weekend retreat of fun and study during the year. In May, our program culminates in a 3-day trip to New York City where we follow in the footsteps of nineteenth and twentieth century Jewish immigrants by visiting various sites including Ellis Island, the Statue of Liberty and the Lower East Side, while also enjoying other tourist attractions in the city.
CONFIRMATION (Grade Ten)
In this unique program students will continue to develop their own personal responses to the question; What does it mean to be a Jew? The year can be divided into 4 components, each providing an opportunity for students to apply Jewish text study to their contemporary world. The 4 components are: Text Study on Contemporary Issues, Community/Identity/Family, Jewish Spirituality, and Israel. As part of the Confirmation program, students are invited to participate in the Religious School classroom as Teaching Assistants during the school year. Classes meet on Tuesday evenings at the Temple. One retreat weekend of informal study and interaction provides a setting that inspires exploration, creative worship, and recreation. Many sessions and the retreat are enhanced through the involvement of Rabbi Landsberg, the Educator and other wonderful teachers. This enjoyable and stimulating year provides students with knowledge and insight that will assist them in making informed choices about the challenges that lie ahead of them.
It is our goal that all confirmation students are able to participate in the NFTY in Israel program in the summer following their Confirmation year. While in Israel the students are exposed to many aspects of Israeli life and Jewish history. This is a rare opportunity for the students to experience Israel with a group of their peers and to have experiences that will have a long-lasting impact on their lives.
POST-CONFIRMATION
This two-year program offers students the opportunity to examine topics that are meaningful to them in a Jewish environment. At the beginning of each year the students and the instructor work together to create the curriculum. If possible, a retreat is also planned during the year. The Post-Confirmation class meets approximately once a month based on a schedule created by the students and instructor.

For more information on the Centre for Jewish Living and Learning, contact .(JavaScript must be enabled to view this email address) or call the Centre at 416-449-3872.