24th April 2025
Jewish
A day of remembrance when Jewish people remember the six million Jews, including one and a half million children, who were victims of the Nazi Holocaust. Memorial candles are lit and special services are held. The date is chosen as the closest date (in the Jewish calendar) to the Warsaw Ghetto Uprising.
16th May 2025
Jewish
The Omer is a period of 49 days, lasting from Pesach to Shavuot. It is a time of sadness, relieved on this, the 33rd day, by a break in the days of mourning. Lag b’Omer recalls the end of a plague in Roman times during the lifetime of Rabbi Akiva, and is often celebrated by out of door, fresh air activities. A large number of weddings take place on this day, since they are not usually permitted during most of the rest of the Omer period.
2nd – 3rd June 2025
Jewish
Shavuot, also known as the Feast of Weeks or the festival of First Fruits, is a two day festival which falls seven weeks after Pesach – a period of preparation marked by the Counting of the Omer. It celebrates the supreme gift of the Torah to Moses on Mount Sinai, and so to the people of Israel who covenanted to follow its teachings. It also marks the end of the spring barley crop and the time when the first wheat harvest was taken to the Temple by all male Jews, since like Pesach and Sukkot this is one of three times of year when pilgrimages to Jerusalem take place. Synagogues are decorated with greenery and flowers and for Orthodox Jews work is not permitted throughout the festival.
Dairy foods, such as blintzes and cheesecakes, are traditionally eaten for at least one meal during Shavuot. No-one is quite sure of the origin of this custom, though some have suggested it is as a reminder that the children of Israel were on their way to a land flowing with milk and honey, and that the gift of the Torah to them was the sweetest of gifts. It is also possible that after their journey through the wilderness no meat was available to them.
During the festival the book of Ruth is read, which records the non-Jewish Ruth’s enthusiastic commitment to throw in her lot with her mother-in-law, thus providing Jews with the prototype of possible conversion to Judaism, and notes that one of the significant descendants of this Moabite convert is King David.
Just as the Israelites spent three days cleansing themselves in preparation for the gift of the Torah (and then had to be awoken by Moses with the blowing of the shofar and a storm of thunder and lightning at the foot of Mount Sinai), so some Jews today ready themselves for this important gift by studying the Torah throughout the night. The threefold nature of scripture (Torah, Prophets and Writings) is also kept in mind at this time, and some welcome the symbolism of threes by eating three cornered ravioli and other dairy foods.
The psalm of praise (the Hallel) and the memorial service (Yizkor) are read on this day, as on all festivals, and the symbolism of the covenant of Marriage between the Almighty and His chosen people is often central to Jewish thought, from disaster. Many Liberal (and American Reform) communities celebrate confirmation for young people at this time, since it was traditionally the occasion when the Jewish People accepted the Torah, and stress the role of education as the foundation of all Jewish life.
Exodus 19 & 20, Leviticus 23:15-22, Deuteronomy 16:9-12.
3rd August 2025
Jewish
This is the saddest day of the Jewish calendar. A full day fast is held at the conclusion of three weeks of mourning, while reflecting on the destruction of the first and second Temples in Jerusalem. Other tragedies in Jewish history are also recalled, many of which have coincidentally happened on this day. The Book of Lamentations is read at this time.
23rd – 24th September 2025
Jewish
(New Year’s Day, 5780 years from the creation of the world). Rosh Hashanah marks the beginning of ten days of repentance and self examination, during which God sits in personal judgment on every individual. The blowing of the ram’s horn (shofar) in the synagogue is a reminder of Abraham’s sacrifice of a ram instead of his son, Isaac. Apples dipped in honey are eaten in the hope of a ‘sweet’ new year. The greeting is ‘Leshanah Tovah Tikatev’ (may you be inscribed for a good year).
The sequence of repentance that Rosh Hashanah starts accentuates the Jewish conviction that God forgives the sincere penitent – that He is a merciful judge. While that does not relieve each person of the responsibility to accept the consequences – including punishment – for their actions, it means that Jews do not see people as essentially ‘sinners’, merely ‘people who inevitably sin and must repent’. The mood is solemn in synagogue, but it is not sad at all. Everyone present knows that this happens every year, but that does not relieve them of the need to try again. At the same time, the haunting notes of the shofar make the festival somehow timeless and simple. Unlike many other Jewish festivals, there are very few practices or customs associated with the day, though it is very widely observed and families frequently travel long distances to gather for the festive meals.
Genesis 22, Leviticus 23:24-25.
2nd October 2025
Jewish
The 10th day of Tishrei, the 7th Month of the Jewish Calendar
This is the final day of the ten days of repentance, following on from Rosh Hashanah, and is the holiest day of the year in the Jewish calendar. The Torah calls it the ‘Sabbath of Sabbaths’, and it is marked by ‘afflicting the soul’ – chiefly expressed through a total fast that lasts for 25 hours. Jews spend the eve and most of the day in prayer in the synagogue, asking for divine forgiveness for past wrongs and resolving to improve in the future in their attempt to live a moral life. In the days before the festival they will have tried to set right any breakdown in their relationships with others. Now they ask the Almighty for forgiveness before the gates of heaven are closed and the record books are sealed, so that they may live throughout the coming year as He would wish.
Many Jews who observe no other religious customs refrain from work on this day, observe the fast and attend the lengthy synagogue services. On this uncomfortable day washing, bathing, anointing the body, sexual activity and wearing leather shoes or coats are all prohibited to those over 12 or 13 years of age, though dispensations are available for people in poor health or in childbirth. White clothing is worn to express purity, and some wear a white kittel reminiscent of the shroud that is used to bury the dead, but more importantly also reminiscent of the extremely simple costume of the High Priest when the Temple still stood in Jerusalem.. This is the only festival of the year when men wear their prayer shawls for evening worship.
The services are lengthy, and involve prostration and standing erect for up to an hour at a time. The Kol Nidre (All Vows) service on the eve of the festival encourages repentance for all types of sins, including for instance mistreatment or exploitation of others, arrogance, selfishness and gossip – the ‘evil tongue’ in its many forms. The closing service (Neilah) at the end of the period of fasting lasts for an hour, during which the doors of the Ark are kept open and accordingly all must stand. The Book of Jonah is read and a common greeting ‘G’mar Chatimah Tovah’ (May you finally be sealed for good) is offered by all to each other. A long blast on the shofar concludes the main proceedings, followed as on Shabbat by the Havdalah (separation) ceremony, and finally a shared meal.
This is a time for making gifts to the poor (often via charities) in accordance with the instructions of the Torah and the Talmud, albeit nowadays in a spirit of generosity rather than as expiation for guilt – although for some the concept of the scapegoat or the sacrificial chicken that carry away our guilt may still survive.
Leviticus 16:4-34, 23:27-32.
7th October 2025
Jewish
This is an eight day long harvest festival which commemorates the 40 years the Jews spent in the wilderness on the way from slavery in Egypt to freedom in the Promised Land. A temporary hut or a frail booth – called a sukkah – is built outside the house each year at this time for eating meals and for visits and socialising. In hot countries families may live in their sukkah during the festival. The roof has to be open in part to the elements, so that the stars may be visible through the gaps, and is covered with branches and leaves and decorated with fruit.
Spending time in the family’s temporary sukkah recalls their newfound liberty in days gone by, an element that underlies many of the festivals Jews celebrate, constantly reiterating and revisiting the central narrative of the Jewish story, the Exodus from Egypt and the journey to the Promised Land. It also recalls the fragility of life – both during the Exodus and in the present day – and the fact that all creation is dependent on the goodness of the Almighty for its life and comfort. Extending hospitality to others, and especially to the needy, is a particular Sukkot custom.
Many synagogues build sukkot that are used for communal meals and celebration, since many homes have no room for a personal sukkah. In Israel, blocks of flats are frequently built with their balconies not directly above one another so that the balcony can be used to build a small sukkah which it will be properly open to the sky as required. On each day of the festival special sections of the Torah and the Prophets are read, including the instruction to dwell in booths. The book of Ecclesiastes is also read.
Four species of plant, the lulav (palm branch), the etrog (a yellow citrus fruit), three branches of the hadas (myrtle) and two of the aravah (willow) are used each day of the festival, the etrog in the left hand and the other branches, bound together, in the right. They are waved side by side in all four directions of the compass and up and down to demonstrate the universality of the Almighty, while reciting appropriate blessings. This follows the teaching of the Torah in Leviticus (23:40) ‘On the first day, you will take for yourselves a fruit of a beautiful tree, palm branches, twigs of a braided tree and brook willows, and you will rejoice before the L-rd your G-d for seven days.’ Above all else, this is a festival of rejoicing at the bounty enjoyed at harvest time as a gift from G-d by the people of Israel.
Leviticus 23:33-43.
NB The first two days and the last two days are full festival days when, for Orthodox Jews, work is not permitted.
15th October 2025 Simchat Torah (Jewish)
14th October 2025 Shemini Atzert (Jewish)
This festival, whose name means ‘Rejoicing in the Torah’, marks the completion of the annual cycle of reading from the Torah. As the reading of the Law in the synagogue should be continuous, a second scroll is begun again as soon as the final portion of the Torah has been read from the first scroll; so, as the reading from Deuteronomy ends, with the next breath, Genesis begins without a break – the Torah is a circle that never ends. All the Torah scrolls are paraded around the synagogue, with children dancing and singing, as do many of the adults, giving as many people as possible the honour of carrying a Torah scroll. Progressive Jews frequently celebrate this one day earlier, combining it with the eighth day of Sukkot, Shemini Atzeret.
The Torah scrolls are removed from the ark and given to members of the congregation to hold; then they march around the synagogue and everyone kisses the Torah scrolls as they pass. This ceremony is known as hakafot, which means “to march around” in Hebrew. Once the Torah holders return to the ark everyone forms a circle around them and dances with them.
There are seven hakafot in total, so as soon as the first dance is completed the scrolls are handed to other members of the congregation and the ritual begins anew. In some synagogues, it is also popular for children to hand out candy to everyone.
During Simchat Torah services the next morning, many congregations will divide into smaller prayer groups, each of which will use one of the synagogue’s Torah scrolls. Dividing the service up this way gives every person in attendance the opportunity to bless the Torah. In some traditional communities, only the men or pre-bar mitzvah boys accompanied by adults bless the Torah (post bar mitzvah aged boys are counted among the men). In other communities, women and girls are also allowed to take part.
Because Simchat Torah is such a happy day, services are not as formal as at other times. Some congregations will drink liquor during the service; others will make a game out of singing so loud that they drown out the cantor’s voice. Overall the holiday is a unique and joyful experience.
The association of joy with the reading and study of Torah recurs in much of Jewish worship, and celebrations such as Shabbat, Shavuot and Pesach all bear witness to the centrality of Torah to Jewish life.
An investigation into some stories from the Bible that feature women – and to see what may be learnt from their beliefs, actions and character.
For 8-12 years. Originally written by Kate Penfold-Attride, updated in April 2019.
Emerging
Expected
Exceeding
Women in the Bible: Approximately 188 women are referred to by name in the Christian Bible. Several others are implied. They are considered minor figures in the majority of stories they appear in. This banquet uses familiar stories and explores them in light of the female character.
Hebrew Bible: The canonical collection of Jewish texts known as the Tenakh. This corresponds closely to Anglican and Protestant versions of the Christian Old Testament.
Qualities: Here we are referring to aspects of human character that we admire; e.g., caring, loving, forgiving, honest, humility, willingness to help, courage, self-discipline, compassion, modesty, sense of humour, determination, perseverance, loyalty, etc.
Serpent in the Garden of Eden: a symbol of evil power. ‘Nakhash’ in Hebrew.
Divine: coming from (a) God.
Sin: an immoral act, against God’s laws.
Stranger: someone that is not known to anyone, alone.
Ishmael: ‘God hears’; so called because God heard Hagar’s prayers. NB ‘God’ is often written by many Jews as ‘G-d’ or ‘L-rd’ as a way of avoiding any misuse of the name.
Moral dilemma: an ethical question where choosing one answer is detrimental to the other. A choice between equally undesirable alternatives.
Leader: someone who leads or commands a group of people.
Freedom: the right to act, think, speak as you wish.
Slavery: a system where people are bought and sold and forced to work. They are often held against their will. Common practice in the times of the Hebrew Bible.
Isolation: lack of contact between individuals or groups of people.
Exclusion: to expel or keep out.
Friendship: mutual affection.
Loyalty: being faithful, committed.
Justice: fair behaviour or treatment.
This teaching resource could be used as a transition unit, with pupils learning about some of the women in Year 6 and the rest in Year 7.
You will need several passages from the Bible. Choose a translation that children can engage with, such as the New International Version, the Message or Good News, all available on biblegateway.com. Passages used:
Genesis 3
Genesis 21:1-21
Genesis 27
Exodus 15
Ruth 1-3
Esther 2:19-23
Esther 3:8-14
Esther 8:15-17
Explain that there are different views about the role of women in society, communities and families. Inventions and development in the modern world have had an impact on the role of women, but that many people believe that there is much wisdom to be gained from studying how women are portrayed in religious texts. Explain that, for many people, such texts carry important messages for the world today. According to many believers in the Bible, for example, such messages have a divine origin.
Eve
Read the story of ‘The Fall’ in Genesis 3 and ask the pupils such questions as:
Arrange pupils into groups and debate: ‘The story of Adam and Eve contains no truth whatsoever.’ Give own opinions and suggest possible Christian / Jewish views in response.
Keep a summary sheet / make a poster at the end of each session about what pupils feel they have learnt from the story of this woman and what it teaches about Christian / Jewish belief about human beings. Encourage pupils to answer: What qualities does this woman portray? What impact does she have on other characters in the story? What might be her influence on Christian / Jewish believers today?
Hagar
Read the story of the Expulsion of Hagar in Genesis 21:1-21 and conduct a circle time discussion: Remind pupils that Hagar became a stranger in a new land and ask such questions as:
Focus pupils’ attention on what happens to Ishmael in the story. Explain that Ishmael means ‘God hears’ and ask pupils for their views on whether they think there is a God that hears people’s cries for help in any way today?
Outline the concepts of: Freedom, slavery, isolation, exclusion (see ‘Subject Knowledge’ section above) and ask pupils if they can give modern examples of each.
Having checked in advance for suitable material, show pupils on the whiteboard what the BBC and Channel 4 News websites are featuring currently in relation to the four key terms of Freedom, Slavery, Isolation and Exclusion. Ask pupils to identify any behaviour or human qualities in the stories that shows (a) bad behaviour and (b) admirable behaviour. Point out whether and in what way there are any women featured in the stories.
Divide pupils into groups and encourage them to make a presentation based on some online research on how freedom, slavery, isolation and exclusion feature in the media. Encourage them to feature women as well as men in their presentations.
Ask pupils to present their findings to the class.
Rebekah
Read the story of Ruth in Genesis 27 and bring out points about how Rebekah duped Isaac, her blind, ageing husband to get justice for the son he favoured least. Ask pupils such questions as:
Divide pupils into groups and make a ‘conscience alley’. Choose a pupil to be Rebekah and walk the alley. Pupils on one side should try to persuade her to dupe Isaac whilst pupils on the other side provide reasons to deter her. When Rebekah reaches the end of the alley, she should decide what she will do and try to provide reasons to support her argument.
Link to literacy by suggesting pupils write a persuasive or balanced argument.
Miriam
Read the story of the escape of the Hebrews from slavery in Egypt in Exodus 15 (particularly verses 19-21) and explain that Miriam led her people in search of a new land, a land of freedom. It is likely that she wanted them all to have a better life in a country far from the home they had always known. Ask pupils such questions as:
Take pupils on the journey. Freeze at different points of the story and interview different people, with questions such as: Who are they? Why did they come? What did they hope to find? What was their first experience in the new land like? Why? What difficulties did they encounter? Why? Did they receive any good welcomes? What were they like? How did they make them feel? Why did they leave their land? What did they hope to achieve in your/their life?
Record the journey with a video camera, photographs or using sound postcards. Photographs could be taken which emotion vocabulary could be added to. Pupils could make an emotions graph to accompany the story.
Point out that Miriam is remembered in the story for leading the dancing. Ask pupils what would they would want to be remembered for and to give some reasons for their answer.
Ask pupils to rewrite the event in the form of a newspaper report or to film a news bulletin. They could include comments they think the followers would have made or interview them and explain what made them follow Miriam.
Pupils could include responses from believers and non-believers and explain how they think following / not following Miriam to the new land has effected them.
Esther
Read the story of Esther in Esther 2:19-23, Esther 3:8-14, Esther 8:15-17 and point out that she was a queen, a leader of her time. She saved Mordecai from Haman. It was risky but she did it to get justice for her people. Ask pupils such questions as:
Provide small groups of pupils with information sheets about women who changed the world, e.g., from Good Night Stories for Rebel Girls and encourage them to identify and write down their qualities and the impact they had on the world.
Show pupils some job adverts and person specifications and encourage them to write a person specification for a female queen / leader today. Can they identify the qualities needed for the role?
Ruth and Naomi
Read the story: Ruth 1-3, and bring out points about Ruth and Naomi being loyal friends. Explain that friendship can have significant effects on people. Ask the pupils such questions as:
Show pupils these two paintings (available online):
Ask pupils to offer suggestions about what these paintings may be saying about friendship.
Tell pupils that you want to run a competition to find the best friend and that you would like them to nominate someone. Encourage them to write their nomination form explaining why theirs is the best friend you can get.
Ask them to follow this up by composing an interview for a Christian and one for a female relative or family friend to answer about their life. They should write questions about the person’s role as a woman in their family and what influences their beliefs and actions.
Summary activities:
Put copies of the paintings of the women pupils have been learning about up on the wall – spread apart as far as possible.
Arrange pupils in small groups and provide them with some sticky notes. Ask them to write single ‘quality’ words on each note that they think apply to the women in the Bible stories and to then stick the notes to the appropriate pictures around the room.
Encourage then to stand by the picture of the woman they most admire and ask a few pupils for their reasons. Can they suggest what Christian or Jewish believers may learn from these stories? Can they say what they have learnt from these women?
Do pupils have any questions they would ask the characters if they could? Can they think of any questions that Christian or Jewish believers might want to ask?
Back in their small groups, ask pupils to design an internet meme (an idea, style or action that spreads from person to person via the internet; this may take the form of an image accompanied by a slogan, video, hyperlink or hashtag) to share in a simple way something new they have learnt from the old stories.
Memes that can explain what they have learnt about (a) Christian / Jewish beliefs and (b) the qualities of women in the Bible will provide possibility for further assessment.
Further application of this resource: Read about Mary, the mother of Jesus, and other women in the Christian New Testament. Pupils could explore what qualities these women portray and how they might influence believers today. Are there some new things that could be learnt about the portrayal of women in the Bible from these stories?