Overview

Subject: Religious Education
Year Group: 3 (7-8 year olds)
Lesson Duration: 45 minutes
Class Size: 31 students
Unit: Rosh Hashanah Revelations (Lesson 3 of 3)
Topic: Differentiating Mitzvot and Customs of Rosh Hashanah

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National Curriculum Links

This lesson is designed in alignment with the Religious Education Programme of Study for Key Stage 2 (England), with focus on progression in understanding religious beliefs and practices:

• Pupils should be taught to:

  • Explore and describe a range of beliefs and practices, recognising that they are used differently by individuals and communities (DfE Religious Education KS2)
  • Develop an understanding of the significance of religion in people’s lives and how it shapes individual identity and community cohesion.
  • Reflect on the meaning of religious stories, rites and symbols, and explore questions of what is right and wrong.

• Skills Developed:

  • Discussion and reasoning about religious ideas
  • Using religious vocabulary appropriately
  • Explaining and evaluating how religious practices enrich the lives of believers

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Learning Objectives

By the end of the lesson, pupils will:

1. Understand the difference between mitzvot (commandments) and customs related to Rosh Hashanah.
2. Identify at least two mitzvot and two customs associated with the festival.
3. Explain why mitzvot are obligations in the Jewish faith, compared to customs which enrich the celebration but are not required.
4. Communicate their ideas clearly through group discussion and creative activity.

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Resources Needed

• Whiteboard and markers
• Printed sheets with examples of Rosh Hashanah mitzvot and customs (simple sentences and pictures)
• Large sheet of paper for each group
• Colouring pencils and markers
• Clear jars or boxes labelled “Mitzvot” and “Customs” for sorting activity
• Shofar (or a audio recording of the shofar blowing if possible)
• Round challah bread picture or real sample if accessible
• Sticky notes

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Lesson Structure

1. Introduction and Recap (5 minutes)

• Greet the class and briefly recap previous lessons in the unit (Rosh Hashanah stories, key symbols).
• Ask: What is Rosh Hashanah? What did we learn so far?
• Introduce today’s key question: “What is the difference between mitzvot and customs?”
• Write the words “Mitzvot” and “Customs” on the board.

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2. Main Teaching Input (10 minutes)

• Define Mitzvot: Explain that mitzvot are commandments Jews have to follow, like hearing the shofar blow (play a short shofar sound here). Emphasise the importance of mitzvot as obligatory acts in Jewish faith.

• Define Customs: Customs are special traditions that people often do to celebrate but are not strict rules. Example: eating round challah bread for a sweet new year. Show picture or real challah.

• Use a visual comparison table on the board:

  Mitzvot (Commandments)	Customs (Traditions)
  Hearing the shofar	Eating round challah
  Saying special prayers	Wearing new clothes (tradition)

• Clarify that both are important but serve different purposes.

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3. Group Sorting Activity (15 minutes)

• Divide the class into 5 groups (6 or 7 pupils each).
• Give each group a mixed set of cards with simple descriptions or pictures of Rosh Hashanah practices (e.g., sounding shofar, eating apples with honey, visiting the synagogue, decorating the home).
• Each group sorts the cards into the jars labelled “Mitzvot” or “Customs”.
• Encourage group discussion: Why do you think this is a mitzvah or a custom?
• One group member notes reasons on a large sheet.
• Circulate and support groups, prompting deeper thinking and vocabulary use.

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4. Class Sharing and Reflection (10 minutes)

• Each group presents their sorting choices and reasoning (2–3 minutes per group).
• Address any misconceptions positively. Highlight good use of vocabulary like “commandment,” “tradition,” “obligation,” and “enrich.”
• Recap: How do mitzvot and customs help people feel connected to Rosh Hashanah?
• Encourage pupils to share examples from their own experiences or families if appropriate.

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5. Plenary: Personal Reflection (5 minutes)

• Hand out sticky notes and ask: “Which mitzvah or custom would you like to try or learn more about? Why?”
• Pupils write or draw a quick answer and stick it on a “Rosh Hashanah Wall” board or window space.
• Summarise positive outcomes: understanding respect for religious obligations and appreciating cultural celebrations.

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Assessment and Feedback

• Formative assessment through:
  • Observation of group discussions and sorting accuracy
  • Quality of reasoning during presentations
  • Responses in the plenary sticky note task
• Teacher to note any pupils who confuse mitzvot and customs for follow-up in future lessons.

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Differentiation

• Support lower-attaining pupils with picture cards and paired discussion for sorting.
• Challenge more able pupils by asking them to think about how these practices might influence people’s feelings and behaviour during Rosh Hashanah.
• Use visual and auditory resources (shofar sound) to engage diverse learners.

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Cross-Curricular Opportunities

• English: Speaking and listening skills developed through group discussion and presentations.
• Personal, Social and Health Education (PSHE): Understanding cultural identity and respect for diversity.
• Art: Drawing or decorating Rosh Hashanah items in the reflection phase.

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Extension/Home Learning Suggestion

• Pupils create a mini-poster at home illustrating one mitzvah or custom they find interesting, explaining why. This can be shared back in class or displayed on a religious celebrations board.

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Teacher’s Notes

• Ensure cultural sensitivity and respect throughout discussions.
• Use simple, clear religious vocabulary but build towards a deeper understanding of obligation versus tradition.
• Praise curiosity and personal connections to religious practices.
• Encourage pupils to think of mitzvot and customs not just as rules or habits but as meaningful ways to celebrate and reflect.

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This lesson plan aims to deepen pupils’ understanding of Rosh Hashanah in a fun, interactive way while meeting the aims of the National Curriculum for Religious Education. It fosters both knowledge and empathy and encourages pupils to articulate their insights confidently.