Limmudei Kodesh 

The Limmudei Kodesh programme at LSGS is designed to support the ethos and mission statement of the school in ensuring that the students are enriched in their Torah heritage whilst at the same time having an awareness of their roles in society.

To this extent, the Kodesh provision of the school is supported by a programme of informal education to give our students a balanced syllabus and curriculum during their 5 years in the school.

Chumash

(Bible studies)

Dikduk

(Hebrew language)

Halacha

(Jewish law)   

  Jewish History

Novi

(Prophets)

Pirkei Avos

(Jewish ethics)

Tefilla

(prayer) 

Chassidic teachings  

 

Chumash

Pupils study the Torah and the commentaries from a Chumash in order to understand the teachings contained within, and then consider how to apply these to their own lives.

This involves language skills of translation from Hebrew, as well as interpretation skills. The curriculum in years 9-12, is an evolving syllabus that is run vertically. 

Teachers facilitate pupils to research and debate the significance of the key points raised in the text, and to understand - in particular- the problems raised in the commentaries as well as to work through the solutions provided.

Dikduk & Biblical Hebrew

In Dikduk, pupils are taught the grammatical rules of the language as well as key vocabulary, and will practice these through their own writing. This means that pupils are better able to access and engage with the Chumash and Novi texts.

At the higher levels, pupils will also explore the differing styles of authors and make comparisons with other texts. For more information on Dikduk GCSE click here

Halacha

In Halacha lessons pupils will not only translate in detail the Halacha from the Kitzur, but they will also be identifying and reflecting on the similarities and differences in how they are applied, and to consider the reasons for this variation.

Pupils will explore why the application of Halacha may have become more sensitive and perhaps more significant and difficult for Jews during certain events and periods, using their knowledge of Jewish history.

Pupils will progress to making and presenting evaluative judgements based on a variety of sources that they have researched, regarding the suitability of the different ways Halacha may be applied/upheld.

Novi

Pupils use their Dikduk skills to read, translate and interpret the key stories, characters, events and details from the texts, and then consider the life lessons or morals that can be learnt from these examples, and indeed applied in their own lives. Pupils should not only study these texts individually, but also begin to recognise and reflect upon the bigger picture of the cycle of Jewish behaviours and responses through time.

Pupils will also reflect on further interpretations and explanations of the text in order to deepen their understanding of the wider issues or to gain a deeper understanding of characters’ actions and motivations within the stories studied.

At higher levels, these texts also form the ‘set text’ section of the Biblical Hebrew GCSE and A Levels studied in years 10, 11 & 12.

Religious Studies

Religious Studies gives students the opportunity to understand the beliefs and practices of the people in the world around them, in preparation for life.

At GCSE the OCR (World Religions A, J620) syllabus is followed. The course objectives of GCSE Religious Studies include an understanding of the nature of religious belief and how it is practiced today and influences the lives of believers, and the development of essential skills such the ability to analyse and construct a logical argument. Topics covered include the beliefs and practices in Judaism.

Key Stage 4

Religious Studies GCSE

Year 11

TERM 1

TERM 2

TERM 3

CONTENT

Texts 10 Commandments; Jonah; Shema

Synagogue and Home Religion in the Synagogue, Structure of Synagogue, role of Rabbi. Prayer. Religion at home: Kashrut, Tzedaka. Tzedaka organisations. Judaism in the Family.

Tefilin, Tzitzit, Kipa, Kittel. Tzniut.

The Talmud in daily Jewish life (for Judaism 2 and Jewish Scriptures 2, Talmud).

Stages of Life Brit Mila, Bar/Bat Mitzva, Marriage. Leaving the World.

 

CONTENT

Texts: 4 Paragraphs from Amidah; Grace after Meals (first three paragraphs plus additions for Shabbat and Festivals).

Topics: The Holocaust; the Messiah; the Land of Israel. Pilgrimage.

CONTENT

 

Revision of entire Syllabus

Practice in exam questions

 

ASSESSMENTS

Assessments on completion of topics

Assessment of classwork/homework

1st Mock exam

ASSESSMENTS

Assessment of classwork/homework

2nd Mock exam

 

 

ASSESSMENTS

Assessment of classwork/homework

GCSE exams

HOW PARENTS CAN SUPPORT LEARNING

 

Study textual passages together

Discussion of topics

HOW PARENTS CAN SUPPORT LEARNING

 

Study textual passages together

Discussion of topics

HOW PARENTS CAN SUPPORT LEARNING

 

Study textual passages together

 

 

 

 

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Key Stage 5

Religious Studies AS

At AS the Edexcel Religious Studies syllabus is followed.

TERM 1

TERM 2

TERM 3

CONTENT

Philosophy Why does G‑d permit suffering? The design argument for the existence of G‑d. The cosmological argument.

History Rashi, Judah Halevi

Investigation Chassidic Art

CONTENT

History: Maimonides. Reform and Orthodoxy

Investigation: Completion of investigation in Chassidic Art

CONTENT

 

Revision of Syllabus

Practice in exam questions

 

ASSESSMENTS

Assessments on completion of topics

Assessment of classwork/homework

 

ASSESSMENTS

Assessment of classwork/homework

2nd Mock exam

 

 

ASSESSMENTS

Assessment of classwork/homework

AS exams

HOW PARENTS CAN SUPPORT LEARNING

 

Discussion of topics

HOW PARENTS CAN SUPPORT LEARNING

 

Discussion of topics

HOW PARENTS CAN SUPPORT LEARNING

 

Support student in study

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ATHE LEVEL 3 EXTENDED DIPLOMA IN JEWISH STUDIES

This new exciting course offers an in depth look at various topics including Jewish Philosophy, the Jewish Year and Contemporary Halacha. More information can be found here