Exploring Synagogue Life

Overview

This 45-minute lesson introduces Year 7 students working at a Year 3 level to the concept of places of worship, focusing on the Jewish synagogue. The session aligns with the National Curriculum for England’s Religious Education Programme of Study for Key Stage 3, adapted for SEND learners.

National Curriculum Links

• KS3 Religious Education Programme of Study (England)
  • Beliefs, teachings and sources: Understand key religious beliefs and teachings, including those in Judaism.
  • Practices and lifestyles: Recognise how religious teachings influence ways of life, including worship places such as synagogues.
  • Meaning, purpose and truth: Reflect on the meaning and significance of religious beliefs for followers.

For SEND/low ability learners, objectives are broken into clear, accessible steps.

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Learning Objectives

By the end of this lesson, all students will be able to:

• LO1: Explain what a place of worship is, using simple terms and examples.
• LO2: Name and describe at least three important parts of a Jewish synagogue.
• LO3: Talk about some important beliefs in Judaism in a simple way.
• LO4: Identify and name important objects used in synagogues.

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Resources

• Visual aids: large colourful pictures of a synagogue (interior and exterior) with labelled parts (Ark, Torah scrolls, Ner Tamid lamp, Bimah, etc.)
• Replica or images of key synagogue objects (Torah scroll, yarmulke/kippah, prayer shawl/tallit)
• Cardboard, paper, colouring materials, glue for craft
• Pre-made “Synagogue Bingo” cards (objects and parts of the synagogue)
• Whiteboard and markers
• Display table with real or model objects

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Lesson Plan

Starter (5 minutes)

• “What Is a Place of Worship?” – Use simple language and pictures to explain the concept.
• Engage students by asking if they know any places where people go to pray or think quietly (churches, mosques, temples, synagogues). Encourage one-word or short answers.
• Write key vocabulary on the board: Place of worship, synagogue, prayer, celebration

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Introduction to Synagogues (10 minutes)

• Show a large colourful picture of a synagogue interior. Explain:
  • A synagogue is where Jewish people go to pray and learn about their religion.
  • Point out and name three important parts:
    • Ark (where Torah scrolls are kept)
    • Ner Tamid (Eternal Light lamp)
    • Bimah (raised platform where the Torah is read)
• Use simple sentences and props to reinforce meaning.

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Activity 1: Synagogue Object Identification Game “Synagogue Bingo” (10 minutes)

• Hand out simplified bingo-style cards featuring pictures of key synagogue objects and parts.
• Call out names and descriptions; students mark the matching picture.
• First to get three in a row shouts “Shalom!” and wins a sticker.
• This game supports LO2 and LO4 and aids vocabulary retention through multi-sensory learning and fun repetition.

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Activity 2: Craft – Make Your Own Synagogue Model (15 minutes)

• Provide cardboard templates with shapes to build a simple synagogue façade.
• Students colour, cut, and stick parts (highlighting the Ark, door, windows with stained-glass shapes).
• Throughout, reinforce vocabulary and encourage students to name parts as they build.
• Support students with hand-over-hand assistance if needed.
• Display finished works to share and discuss briefly.

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Plenary (5 minutes)

• Recap with quick Q&A:
  • What is a place of worship?
  • Name one part of a synagogue.
  • Can you name something Jewish people believe? (Accept simple answers: God, Torah, prayer)
• Praise efforts enthusiastically.
• Encourage students to say “Shalom” (hello/peace) as a goodbye to link cultural learning.

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Assessment and Differentiation

• Formative assessment through observation during activities and responses in plenary.
• Use visual prompts and sentence starters for students with speech or language difficulties.
• Provide extra one-on-one support for craft and bingo as needed.
• Celebrate all contributions to build confidence.

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Additional Notes

• The multisensory approach (visual, tactile, auditory) is tailored to special school learners at a Year 3 level.
• The game element motivates engagement; craft nurtures fine motor skills and creativity alongside RE learning.
• The lesson connects beliefs, practices, and the physical space of worship clearly and accessibly, as called for in the National Curriculum's aim to “engage pupils in meaningful enquiry into questions arising from the study of religion.”