Nathan Laski Internet Resource - Centre for Jewish Studies, University of Manchester

This introduction was written by Charlotte Gringras (Honorary Consultant), in conjunction with Professor Bernard Jackson and Dr. Daniel Langton of the Centre for Jewish Studies at the University of Manchester.

Charlotte Gringras is a teacher of long standing in Greater Manchester, who began to teach Judaism and Jewish culture about ten years ago, both in non-Jewish schools (Primary and Secondary) and at teachers’ InSet days. Originally, she taught under the auspices of what was then the Spiro Institute, London and latterly as one of the ‘TOP’ team of outreach teachers for the Manchester Jewish Museum. For two years , she served as Jewish representative on Bolton LEA’s SACRE committee. Recently she completed an MA in Jewish Studies at the Centre for Jewish Studies of the University of Manchester.

The survey of Jewish Studies-related sites was conducted by Robert Lovejoy. Inclusion of a site in this database does not imply any endorsement by the authors or the Centre of statements and opinions included in the sites. The purpose is to indicate general educational use of the site. It is assumed that teachers using them will apply their own critical judgement.

The Nathan Laski website was developed by the Centre for Jewish Studies at the University of Manchester, England, from source materials largely produced in The United States. The purpose of this introduction is to help make the website accessible to lecturers, teachers or students in the UK, by relating it to areas of the curriculum in UK schools – from Primary through to GCSE, NVQ GNVQ and A level, or SCE at Standard and Higher Level, in Scotland.

It is easy to assume that a resource site of Jewish Studies would only be of use to RE teachers and students or those in some areas of History. However, this introduction and indeed the categorisation used later, alongside each page of the site, aim to demonstrate that this is not the case. Topics connected to Judaism – its people, History, Language, Philosophy, Art and Literature, in short, the ‘Jewish Experience’, and, just as importantly, others’ attitudes to it – crop up all the time.

Further, it would be wrong to assume that only Secondary school teachers and students would find it useful. In fact much excellent, high level work goes on in our Primary schools, whose teachers, constantly upgrading their own knowledge, would value an academic resource such as this.

It is interesting to note, too, that in Scotland, many adults can and do return to the classroom, free of charge[3]; they could well be in need of extra support material, possibly approaching their studies in a new way in a new, computer-led world.

Equally, would a teacher of literature be equipped to deal with the accusation that the ‘The Merchant of Venice’ is anti-Semitic? I have seen clear evidence of curriculum linkage through literature[4] in the syllabus for years 7-13. It demonstrates teachers’ awareness of exactly how important it is to bring out sometimes latent messages in subjects other than RE, but this approach may not be as carefully planned in every school.

Similarly, areas of Citizenship and PSHE involving the complex area of ethnicity, racism, prejudice, are also clearly linked. For example, an A level Art Historian may well want to link with Holocaust studies and the History syllabus, by looking at the Art of the Holocaust. The scope is endless.

Each page of the site has an appraisal, a suggested level of use and, where applicable, a pointer as to a curriculum area. There will be an indication as to whether it is useful for teachers and/or pupils. Since many mature pupils work at an intellectual level comparable to their teachers’, this delineation cannot but be arbitrary. When a site is more appropriate at University level, the terms ‘BA ‘ ‘MA’, ‘PhD’ and ‘Scholarly’ describe its suitability.

These categories cannot be universal and in every case, people in all categories, teachers and pupils/students may well find any site of use.

Thus it is hoped that this website will best serve those who teach and study in our schools. As I indicated above, one thing can lead to another; in the end it will be for the user of the site to discover what helps them best. Jewish Studies themselves create a kind of ‘World Wide Web’ of fascinating topics which constantly cross and interconnect, the more a researcher searches.

I think that it is acceptable, sometimes, to ‘discriminate’ by recommending that some sites are really only of use to Jewish Students and teachers, whilst others are for the wider public. For example, in the section ‘Limmudei Kodesh’, one site calls itself the ‘ABC of Judaism.’ It could only be looked at in that way by Jewish students, who start off with the terminology and background knowledge needed to benefit from it.

Similarly, many sites on the Web are American in their approach, which, while of a high level, may not suit the learning approach of British students and teachers. In the U.S. there is a greater appreciation of the ‘minority experience’ than there is in Britain, since in the U.S. Jewish people make up just one of many minority groups. However, there are some British sites and more may be added in the future.

There follows an abbreviated summary of the English Primary and Secondary Curriculum; the Scottish education system differs and will also be briefly described. This summary relates to teaching areas connected with ‘The Jewish Experience’.

Following the summary of the National Curriculum, there is an analysis of components of different public examination syllabi, with some actual examination questions demonstrating their relevance to Jewish topics.

In England, the Government produces a National Curriculum Document for twelve statutory subjects, divided up into Key Stages of achievement and attainment targets. The curriculum is detailed and lengthy; Primary school teachers have at least one file for each subject area – since they teach across the board, unlike Secondary teachers who, usually, are specialist subject teachers. A new curriculum subject became statutory in 2002: Citizenship – a subject that certainly throws up issues relevant to the Jewish Experience. RE is statutory but its curriculum is not in the Government’s document for reasons explained below.

Key Stages provide guidance as to what should be attained by a certain age/stage, throughout the compulsory school attendance until pupils either fulfill NVQ or GCSE qualifications. Primary schools encompass years 1-6 and Key Stages 1&2. Secondary pupils, years 7-11, cover Key Stages 3&4 until either GNVQ or GCSE. Pupils sit GCSE in year 9 as a general rule, although some schools opt for splitting them between years 8 and 9. Overall, I shall refer to Key Stages rather than year groups. A levels (A/Sand A2) and GNVQ are sat in years 12& 13, but those years are still commonly referred to as the ‘Sixth form’.

School pupils in England sit GCSE exams; they then either leave school or stay on for two years to sit A/S and A2 (A level) for University or further Education entrance, with A/S level optional in year 12. The A/S level syllabus is covered en route to A2 (A level) although not every pupil sits the examination.

These take place either in a school’s own Sixth form, or at a Sixth form college. At the same stage as A level, a pupil may sit for the GNVQ, a career-based qualification, either taken at school, or less frequently at a college of Further Education. It has ‘specifications’ rather than a ‘syllabus’, since it is a broad based topic-led course dictated by issues in the workplace.

The key stages are, in a sense, layers of learning; themes and concepts will occur and then be re-visited at the next stage, since the curriculum document takes account of the need to repeat issues for children at different levels of intellectual maturity. Thus in a Religious Education document, for example, pupils investigate ‘What it means to be a Jew’ (or Muslim, Hindu and so on) more than once in their school career, but in different ways, adapting to their perceived development.

The Key Stages 1-4 syllabus for RE are not prescribed by the Government in the document containing the twelve statutory subjects. Firstly, because pupils may be withdrawn from it by their parents, and secondly because there is a committee on each LEA , referred to as a SACRE, whose role it is to oversee the creation and implementation of that town’s Religious Education Syllabus. They function according to Government guidelines, and according to the balance of faiths in the local community. Its members comprise representatives of different Faith groups, teachers and others. The careful attention to detail that is applied by these committees assures a sensitive and balanced approach to teaching about Religions.

In Scotland, the curriculum is not laid down in such detail. There are 5-14’s ‘Guidelines’ which are less specific than the English Curriculum, although levels reached and topics studied are equivalent. Scottish children stay at Primary School until they are 12. At around the same stage as GCSE, Scottish students take the SCE ‘Standard Grades’. One year later, they sit ‘Highers’, one academic year earlier than English pupils sit A levels. Highers were and are still university entrance exams, but in 2001 an ‘Advanced Higher’ qualification was introduced. Not all English University faculties accept Highers. Before 2001, and still, as a choice, students who have passed their Highers can spend their second year sixth-equivalent gaining the CSYS, the content of which relates to the English A level General Studies.

Since Primary schools throughout the UK generally still employ class teachers who cover all subjects, there is an ability to interweave themes across subject areas – a facility that unfortunately is less available to Secondary pupils. That is why, even with the minutiae of the National Curriculum ‘Key Stages’ to cover, so much in-depth coverage of topics like anti-racism, multi-cultural awareness, and multi-faith learning takes place in Primary schools. These issues can be integrated into every subject area since the teacher is responsible for the ‘whole child’. Further, in the key Stage documents, ‘links’ to other subject areas are made which provide excellent guidance for thematic teaching. That said, there are still detailed content files for each subject, as described below.

In the QCA publication[5] the question is posed ‘How do Faiths express themselves in the Arts?’ They go on to say that since the Arts are about the expression of emotion, ‘is it not important to look at Music, Drama, Artists and their work as an expression of their Faith background?’ or to ‘look at the way in which Art is influenced by faith’. Since it is crucial to understand elements of Christianity in order to study much Literature (Dante, for example) Art (so much early Art) and Architecture (as in Church Architecture) so it would seem equally important for teachers to understand Judaism and Jewish culture in this context.

This document suggests the value of Drama, or artistic expression as a teaching aid – yet it is an area fraught with potential danger for those wishing to teach religious or cultural issues through Drama, without a ‘SACRE’ to oversee this department. Since ‘role-play’ is a common method used in Drama for educational purposes, it is to be hoped that teachers are thoroughly familiar with the roles they wish their pupils to play, before meting them out. Using this site as a crucial point of reference would be invaluable.

In order to demonstrate the website’s usefulness for teachers and students, the introduction looks at both the curricula and the components of the GCSE/A level and GNVQ syllabi, since some elements in the curriculum may stand alone. Furthermore, not all school pupils sit the same exams, yet do study the same curriculum. Examination questions demonstrate the breadth and depth of knowledge often required.

Syllabus refers to content, rather than the achievement aims of the National Curriculum, prior to and including the GCSE and A level. Examination paper examples of issues relevant to the Jewish Experience are also provided, to highlight areas of study in which this website could play a part in teachers’ or pupils’ research. The subject order is not alphabetical but, rather, according to the extent to which they touch on Jewish issues.

Pupils learn about religions and from religions. They learn primarily about Christianity, but always, also about other faiths. Topics are revisited, and go into some depth. Not only are the ‘basics’ covered, but also ‘is there value in having constant reminders of rules?’ (in Key Stage 2, Trafford LEA referring to the role of the Mezuzah) and, ‘realization that our way is not the only way!’ At KS3, issues such as good and evil, problems of discrimination, the ‘homeland of the Jews in Israel’, lessons from the Genesis narratives, to mention a few, are all there.

RE, then, can be seen to encompass major philosophical issues and as such its teachers need to be well equipped to teach it all.

At A level, pupils will be expected to ‘have some knowledge of some recent scholarship’ to enrich their answers. They investigate Beliefs and Authority (Paper 1341, Study 2), Religious Practice and ‘Religion and its effect on morals, behavior, family and justice.’

At AS level pupils study ‘Religion and Human Experience’, ‘Religion and Culture’ and have to do their own study of one major world faith.

At KS 3 &4 (Secondary) pupils learn about rights, responsibilities, diversity of religion and ethnicity, understanding identities and origins – looking at whence the Jews of Britain came, for example, and how to challenge dangerous stereotyping.

In the GCSE short course examination paper, for example, there is a question: ‘Outline one human right.’ The right to be free to practise one’s religion could be deemed one.

This contains options on ‘Culture and Belief’, ‘Persecution and Prejudice’, and ‘Co-operation and Conflict’[6]

This course looks at health issues, spiritual, moral, social and cultural issues and the need to ‘respect difference.’

Areas of personal study exist which ‘encourage candidates to study and develop knowledge and understanding of artists’ works in the context of cultures throughout the world’ are an option in some schools. Extra biographical details on certain Jewish artists are crucial to the understanding of why an artist interprets a subject in a specific way. It might not be essential, but could certainly be a useful adjunct.

At KS 3&4 (years 7-11) pupils look at issues in literature of ‘exile, prejudice, Anti-Semitism, examining the social, historical and literary content in books.’

Is not a core syllabus subject, but is an A level option involving ‘knowledge of character of philosophy, its themes and tradition, [by studying] major texts of major Western philosophers’. The fact that many were Jewish (Nietzsche, Marx, Engels, Kierkegaard) may prove significant to a pupil’s appreciation of their works. On page 15 of the 1999 ‘Western philosophical tradition’, ‘terrorism and war’ are topics, and also ‘parental and children’s rights’ are touched on; perhaps knowledge of the background to circumcision would be useful here?

A searching A level course, in which students study, for example, whether God is the source of moral codes – where knowledge of the Jewish view would be invaluable. The philosophy of politics looks at the limits of state power, liberty and Justice.

In the GNVQ course entitled ‘Travel and Tourism’, pupils study a subject to assist their working experience. They need to examine ‘spiritual, moral ethical and cultural issues vis-à-vis communities, populations and individuals’. Thus they would need to know about different diets required on airlines, for example, or different Sabbath day observances.

It could prove important to know whether his living as a Jew in 20th century Vienna significantly influenced Freud’s ideas.

GCSE Syllabus A includes: ‘Germany – 1919-1945’, Niemüller (paper 1141) ‘German Christians and Faith Movement’, ‘Peace Purity and Persecution of Minorities’, ‘Hitler: Weak dictator or ‘master’? Life in Hitler’s Germany’.

In a teachers’ guidebook for History, Open University Press, 1986, it is suggested that you ‘imagine you were Jewish under Nazism’. This is exactly the kind of exercise which could be dangerous under guidance of an ill-informed teacher, say, taking up the idea as Drama.

Syllabus B includes ‘Conflict in the Modern World – Aspects of 20^th Century History, and 20^th Century Arab-Israeli Conflict’. For teachers, this is a dangerous topic to cover since it is an area still unresolved.

At all levels the public examination touches on complex issues, such as ‘Hitler and the Origins of WW11’, ‘The Holocaust, 1938-1945’, ‘The Role of the UN’, ‘The Middle East Conflict’ (which occurs in the GCSE syllabus as well as the A level one).

AS level (studied in year 12) involves the study of movements rather than events; there is a topic entitled ‘Totalitarian Ideology’ and ‘Aspects of European and World History 1900-present day’.

A/S and A2 ( A level ) have an option entitled ‘family & identity’, covering ethnicity, assimilation, identity, race and culture.

In the Section B A 2 level (year 13) Examination (Jan. 2003) there is a page to elicit discussion asking whether to many people, ‘religions have lost their authority and have been unable to account for evils in the world’. Students are also asked to examine critically the view that… ‘minority ... religions have succeeded more in maintaining membership … than those of the established Church?’ These seem deep and searching questions both for the teachers to teach and for the pupils to approach, without lengthy and appropriate research.

A level has option A: module on the USA, which covers issues of pressure groups and their role in government, civil rights and rights of the individual. A student could well want to investigate the Jewish Lobby. In Module GP06 a topic exists entitled ‘Contemporary Political Movements’ and another called the ‘Politics of Race and Minority Rights’. Whilst reference to the USA would call on issues of African-Caribbean peoples, it could well cover rights of other minorities in a different system than ours.

A level General Studies is a broad-based Examination with a variety of choices. It is more about cultural values and concepts than clear facts: the built environment, the effects of the media, propaganda, moral responsibility and so on.

It examines the interrelationship of areas of knowledge, with ‘an interest in a practical understanding of the modern world and contemporary issues’, and requires students to use a ‘variety of sources for obtaining knowledge to apply critical judgement’.[7]

On reading an exam paper, the complexity of the questions reveals itself. One question[8] involves discussing an excerpt from a newspaper article about xenophobic racist jokes. ‘It’s fine to poke fun at … religion … provided it is at our own …’, going on to discuss whether it is acceptable to say anything provided it is done in the ‘right way’. Students and teachers would need to have studied many sources for a question like this.

This sketch of the content of school subjects should help guide users of this site to areas of importance.

[1] Advanced Level now comprises A/S Advanced Subsidiary, which may be taken in the first year Sixth, (year 12), and the second year sixth examination (year 13) is now called A2. However, ‘A level’ as an umbrella description of University entrance examinations is still in common parlance..

[2] An amalgamation of previous Examination boards such as the Northern Examining Board.

[3] Estia: Education in the UK, http://www.careerseurope.co.uk/extia/educ/edscot.htm.

[4] Altrincham Girls’ Grammar School, Trafford , Manchester. English Syllabus written by Sue Walmsley, Head of English.

[5] ISBN 1858383951 Year 6, Unit 6F, published by QCA Dept. for Education and Employment.

[6] NEAB 1999/3000 No. 1385.

[7] General Studies A 1999, 4102/3, and A/S 3102/3 NEAB.

[8] General Studies A/S level Unit 1 ‘Culture,Morality, Arts and Humanities, Jan 2002,AQA.

Centre for Jewish Studies, Department of Religions & Theology
University of Manchester, Oxford Road, Manchester, M13 9PL, UK
Web www.mucjs.org Tel 0161 2753614 Email cjs@manchester.ac.uk