This document provides a summary of the Junior Certificate Jewish Studies curriculum and syllabus in Ireland. It outlines the objectives of the course as developing students' knowledge of fundamental Jewish beliefs, practices, and traditions. It also aims to foster an understanding of the development and contributions of Irish Jewish communities. The syllabus is divided into seven sections covering topics like Jewish beliefs, sacred texts and sites, the Holocaust, and Hebrew language. It emphasizes skills like independent thinking, group work, communication, and creativity. Assessment includes an exam worth 80% and a project worth 20% of the overall marks.

1. Jewish Studies
Junior Certificate
Curriculum and Syllabus
Summary

2. Jewish Studies Syllabus
The objectives of Junior Certificate Jewish Studies are to
develop the students’ knowledge of the origins, historical development and
interrelatedness of fundamental Jewish beliefs and practices and an appreciation
of the written and oral tradition of belief and deed in Judaism
develop an understanding of the development of the Irish Jewish communities
and their contribution to Irish life, and the role of Jews and Judaism in the
development of western culture
provide students with an understanding of the role of Revelation, Torah and
Covenant as the foundation of Jewish belief and how they relate to each other
foster an appreciation of the significance of sacred places, sacred writings and
sacred times in Judaism
increase the students’ awareness of how Judaism impacts on the lives of
individuals, communities and the wider world
understand the causes of the Holocaust, its effects and lessons that can be
learned from it for today
to promote students’ engagement in independent and group study and research
to provide opportunities for students to critically source, examine and use
information and evidence from a variety of sources, in interpreting texts and for
use in their field study
to encourage students to think imaginatively and empathetically, in expressing,
forming and discussing their opinions and judgements, in reasoning, and
engaging in debate and argument
to enable students to prepare and present information using a variety of media,
including the use and creation of maps and architectural models
to inculcate in students, an openness to and interest in religious and cultural
diversity within an intercultural society, and a respect and appreciation for the
values and beliefs of all.
In any teaching, the students and their different learning needs are the centre of what
we try to do. Howard Gardner’s Theory of Multiple Intelligence helps us to realise
that we all learn in different ways. As educators our minds are also focused on the
requirements of the syllabus in the content, topics and learning outcomes. The
important thing to remember is that for examination these outcomes need to be there
but that in teaching, attention should also be paid to the key skills which are
underpinning the new Junior Cycle Framework:

3. Managing information and thinking
Managing myself
Working with others
Communicating
Staying well
Being creative
The methodologies and the resources which follow assist higher order thinking,
cooperative and differentiated learning, communication, creativity, and enjoyment.
In this manual, you will find starter templates which are transferable to any subject or
area of the syllabus.
There are seven sections of the syllabus:
Section 1: The Irish Jewish Communities and the Jewish Home
Section 2: Belief and Moral Teachings
Section 3: The Sacred in Jewish Faith
Section 4: Holy Places
Section 5: The Holocaust (Shoah)
Section 6: Sacred Writings and Commentaries
Section 7: Hebrew Language
Each section is divided into subsections with the description of content and the
learning outcomes. It is important that these are in your consciousness as you teach
the different areas. While there are seven sections, certain areas will weave into one
another and mutually enrich the entire programme.
Knowledge, understanding, skills and attitudes (KUSA) underpin any teaching and
learning within the syllabus.
Assessment is covered in detail in the syllabus (pp. 49-51), and within this document
under the section entitled Assessment. For the purposes of terminal examination, 80%
of marks are awarded for the examination; 20% goes to project work. The material
which follows is meant to assist in the teaching and learning process related to the
entire syllabus and to address the different styles of learning for students.