Jc project work titles for exam 2014 pointers


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Jc project work titles for exam 2014 pointers

  1. 1.   1   JEWISH  STUDIES  PROJECT  TITLES  2014:    POINTERS     CHOOSE  ONE  TITLE  FROM  THE  TWO  WHICH  ARE  GIVEN       1.    OUTLINING  THE  PROJECT  TITLE  CONTEXTS     FIRST  PROJECT  TITLE     Topic:    The  Second  Temple  ―  Section  4:  Holy  Places.   An  investigation  into  the  influence  of  the  Second  Temple  in  Jerusalem  on   the  life  of  Jewish  people  in  ancient  Judaea/Judah.     This  first  project  title  comes  in  the  following  parts  of  Section  4  of  the  Syllabus:     The  topic  is  from  Section  4:    Holy  Places         Section  4.1:    The  Jerusalem  Temple;    The  Second  Temple     Topics:     The   rebuilding   of   the   Temple   in   Jerusalem;   the   destruction   of   the   Second   Temple   by   the   Romans;   the   consequences   of   the   destruction   of   the   Second  Temple     Learning  Outcomes:    describe  when  and  how  the  second  Temple  came  to  be   built;   explain   when   and   why   the   second   Temple   was   destroyed;   explain   why   prayer  substituted  Temple  sacrifices  after  the  destruction  of  the  second  Temple;   explain,   with   examples,   how   the   dispersal   of   Jewish   people   to   Spain,   Europe,   Asia,   N.   Africa   after   the   destruction   of   the   second   Temple   has   impacted   on   diverse   customs,   music,   food,   etc,   amongst   the   Sephardic   and   Ashkenazic   cultures   to   the   present   time;   compare   the   first   Temple   and   the   second   Temple.     Section  4.1  The  Jerusalem  Temple;  Temple  Service;  significance  of  the  Temple  in   ancient  Judaism     Topics:  The  role  of  Priests  and  Levites  in  the  Temple  service;  the  purpose  and   nature  of  the  sacrificial  service;  the  significance  of  the  Jerusalem  Temple  as  the   central  holy  place;  the  relationship  between  Temple  and  Torah     Learning  Outcomes:  explain  the  role  played  by  the  Priests  and  Levites  in  the   Temple  service;  explain  the  purpose  and  nature  of  sacrificial  service;  discuss  the   importance  of  the  Temple  in  ancient  Judaism  as  the  central  holy  place;  explain   the  link  between  Temple  and  Torah     The  significance  of  the  Second  Temple  must  be  seen  in  the  context  of  the   importance   of   the   Solomon’s   Temple   (the   first)   and   the   Mishkan   (the   temporary  dwelling/Tabernacle  of  the  Lord)  before  that.    
  2. 2.   2   SECOND  PROJECT  TITLE     Topic:   The  Synagogue  ―  Section  4:  Holy  Places.   A  study  of  the  history  of  the  synagogue  and  the  role  it  plays  in  the  life  of   Jewish  people  today.     The  second  project  title  comes  in  the  following  parts  of  Section  4  of  the  Syllabus:     Section  4.2:    The  Synagogue:    the  origins,  development  and  physical  structure  of   the  synagogue.     Topics:    When,  where,  and  under  which  circumstances  the  synagogue  developed   in  antiquity;  the  physical  layout  of  the  contemporary  synagogue;  the  main  Jewish   symbols  in  a  synagogue  (menorah,  Magen  David,  ark  curtains,  bimah,  motifs  of   windows,  symbols  of  lions,  Ten  Commandments);  the  structure  of  the  synagogue   service  for  Sabbaths  and  holidays;  leadership  roles  in  the  synagogue     Learning   Outcomes:   trace   the   historical   development   of   the   synagogue;   construct  a  model  of  the  Holy  Temple  or  of  a  contemporary  synagogue;  name   and   explain   the   main   Jewish   symbols   in   a   synagogue;   summarise   the   main   elements   of   the   synagogue   service;   describe   leadership   roles   within   the   synagogue     Section  4.2:    Prayer     Topics:    The  function  of  prayer  in  Judaism;  one  prayer  that  is  of  importance  for   Jewish  practice;  the  significance  of  communal  and  private  prayer  in  the  Jewish   faith;  the  Jewish  belief  that  each  person  has  a  personal  connection  to  G-­‐d  that   needs  no  intermediary.     Learning  Outcomes:    explain  the  significance  of  prayer  in  the  Jewish  faith;  name   one  prayer  that  is  of  importance  in  Judaism;  explain  why  communal  and  private   prayer  are  important  in  the  Jewish  faith;  examine  the  origins  and  impact  of  the   Jewish  belief  that  each  person  has  a  personal  connection  to  G-­‐d.     2.     Any   work   carried   out   by   students   must   address   the   outcomes   outlined   in   these  sections  above  in  the  syllabus.     3.     What   the   students   do   for   their   project   is   up   to   themselves.     There   are   a   number   of   websites   which   are   helpful   for   information   which   is   easy   and   accessible  to  them.    An  incentive  for  them  to  complete  something  is  to  give  them   a   deadline   by   which   they   have   to   produce   something   which   addresses   the   outcomes  yet  gives  the  information.    Maybe  they  can  present  something  to  the   class  or  to  groups  within  the  school.    Just  make  sure  that  students  keep  to  the   learning   outcomes   addressed   in   the   syllabus   in   relation   to   what   they   need   to   focus  on  within  that.    They  could  construct  their  own  model  of  the  Temple  and   compare  it  with  the  first  Temple.    They  could  visit  the  synagogue  and  ask  focused   questions   about   its   functions   in   the   life   of   the   Jewish   community   today.   They   could  interview  members  of  the  Jewish  community  and  ask  them  about  the  place  
  3. 3.   3   of  the  synagogue  in  their  lives.  But  all  the  time  you  need  to  keep  focused  on  the   learning   outcomes.     They’re   like   the   reins   keeping   things   within   certain   parameters.    Check  the  resources  on  Section  4:  Holy  Places  which  are  available   elsewhere  on  this  website.     4.    Examination  Paper:    PART  1:    Questions  on  the  Project  Work     The  project  work  addresses  the  broad  aims  of  the  syllabus  and  in  particular  it   will   Facilitate  the  exploration  of  an  area  of  personal  interest  or  concern  to  the   student   Encourage  students  to  use  a  range  of  resources  to  support  their  research  and   learning   Facilitate  a  variety  of  teaching  and  learning  methods   Promote   the   development   of   skills   of   enquiry,   research,   reflection,   and   analysis,   as   well   as   independent   learning,   personal   effectiveness   (organizational  skills)  and  communication  skills.         Questions  related  to  the  project  work  will  be  on  Part  1  of  the  examination  paper   and  will  be  awarded  20%  of  the  total  examination  mark.       Questions  address  questions  such  as:   What  topic  did  you  choose  and  why?   Describe  the  steps  you  took  in  investigating  the  topic.   What  learning  outcome  did  you  achieve  in  the  course  of  your  project  work?   What  skills  did  you  develop?   List  three  things  you  learned  about  the  topic.   What  questions  are  you  still  left  with?       Project  work  questions  will  only  pertain  to  Part  1  of  the  examination  paper.     In  Part  2  of  the  paper  questions  will  not  be  set  on  the  section  that  students   have  studied  for  project  work.    Actual  projects  completed  by  the  students  will   not  be  submitted  for  examination.         When   you   receive   the   project   work   titles,   examine   them   carefully   with   your   students.    Identify  what  topics,  description  of  topics  and  learning  outcomes  are   being  addressed  in  the  title.         5. Applying   the   principles   of   Assessment   for   Learning,   with   your   class   determine   what   might   be   the   success   criteria   which   would   enhance   learning   in   the   achievement   of   those   outcomes   which   relate   to   those   questions.    There  are  four  key  moments  in  AfL  summarised  as  follows:         (a)    Specify  the  learning  intention:    What  is  it  that  you,  as  the  teacher,   would  like  your  students  to  know,  understand  and  be  able  to  do  by  the   end  of  the  lesson?         For  example  that  students  would  be  able     to  know…  
  4. 4.   4   to  understand  …   to  explain  ....         Write  this  up  on  the  board  or  somewhere  so  it  can  be  clearly  seen  by  the   students.     (b)  Agree  the  success  criteria  with  the  students  using  THEIR  language:    Examples  might  be  ‘I  will  be  successful  if  I  can…   define  …   write  a  paragraph  on  …   describe  …   identify  …   appreciate  …   give  the  biblical  reference  for  …     (c)  Strategic  Questioning:      Specifically,  strategic  questioning  provides   teachers  with  the  opportunity  to  identify  and  correct  misunderstandings   and  gaps  in  knowledge,  as  well  as  identify  the  need  for  extension  work  for   those  students  whose  knowledge  and  skills  base  demand  it.     (d)      Feedback  and  Feedforward:    Peer  feedback  occurs  when  students   offer  each  other  advice  about  their  work  which  incorporates  reference  to:   what  has  been  done  well  in  relation  to  the  success  criteria   what  still  needs  to  be  done  in  order  to  achieve  the  success  criteria   advice  on  how  to  achieve  that  improvement.     6. For  each  section  of  the  syllabus,  formulate  other  questions  on  the  basis  of   what  is  in  the  topics,  description  of  topics,  and  the  learning  outcomes.         7. Be   aware   of   what   skills   are   being   assessed   in   the   different   types   of   questions:     Enquiry   skills:     Enquiring   about   items,   products,   people,   organisations  and  aspects  of  the  environment.     Research  skills:    Students  are  introduced  to  and  guided  in  ways  of   finding,  recording,  analysing  and  using  appropriate  research  material.     Reflection  skills:    Students  are  encourage  to  reflect  on  their  findings   or  observations.     Personal   effectiveness:     Organisational   skills:     Through   the   organisation   of   their   own   time   and   effort,   students   are   enabled   to   plan,  manage  and  complete  their  tasks.         Observation  skills:    Students  are  encouraged  to  observe,  interpret,   express  and  record  what  they  see.        
  5. 5.   5   Critical   evaluation   skills:     Students   are   guided   in   the   critical,   creative   and   constructive   evaluation   of   their   findings,   observations,   solutions.       Independent  learning:      self-­‐directed  learning  involves  pupils  taking   the   initiative   in   recognising   learning   requirements   and   undertaking   activities  to  meet  them.       Communication  skills:    oral  or  written.