The document provides guidance for Jewish studies project titles for students. It outlines two potential project titles related to Section 4 of the syllabus on Holy Places. The first title involves investigating the influence of the Second Temple in Jerusalem on ancient Jewish life. The second title is a study of the history and role of the synagogue. Students must choose one title and address the relevant learning outcomes in their project. They are given flexibility in how they complete the project but must meet the deadline and focus on the specified learning outcomes from the syllabus.

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
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
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
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
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.