The Jewish Studies curriculum aims to provide a broad perspective of Jewish history through the festivals, laws and customs and the significance of the various Jewish festivals. Where appropriate, Jewish Studies focus on practices in Israel as well as in Australia and the importance of Israel in Jewish life is considered. The programme attempts to expose the children to the full range of Jewish experience being cognisant of the fact that many of the Jewish children come from non-practising homes in addition to the fact that many children are non-Jewish. A total of 2 hours a week is devoted to Jewish Studies.
While Massada College is a Jewish Day School, we welcome applications from non-Jewish children who currently comprise 20% of the student population. These children participate in the Jewish Studies programme.
Morning Prayers (Tefilah) - These are conducted daily during a 20 minute time slot first thing in the morning. They encompass an affirmation of the belief in a True and Just God, thanksgiving for being granted a new day in which to enjoy the Lord’s bounty, acknowledgement of His Omnipresence, Wisdom, Guidance and Protection and thanking Him for His Benevolence. All students must be present but it is not compulsory that non-Jewish or non-religious children say the prayers.
Each week some time is devoted to the contents and values contained in the weekly portion of the Torah (the Law), called the Parashah or literally in English Portion. In the lower classes, children make the contents of the parashah more tangible and meaningful by constructing something or colouring a relevant representation of a particular theme. In the older classes, the themes of the parashah are handled with more depth, including some explanation and commentary of Midrash where appropriate. The Midrash is a volume of a large collection of writings that examine the Hebrew Bible in light of the oral traditions that preceded it. This body of writings was largely developed in the 2nd century AD and is quoted extensively in the Talmud. Dramatisation of stories in the book of Bereishit (Genesis) and other such experiences help the child to gain a better understanding.
At times of the school year when there are no Jewish festivals around the corner, classes learn Jewish values and practices. Students are taught practices relating to human relationships and to Jewish rituals without an expectation that the child need to adopt the ritual. These practices may include the concept of kashrut (dietary laws), Shabbat (the laws relating), brachot (the laws related to making blessings, particularly those made before eating food) and more.
The Jewish calendar is replete with Jewish festivals and commemorations – some of which have an equivalent in the general calendar, many of which do not. By and large the Jewish festivals are colourful times complete with a variety of experiences that stimulate all the senses. One such example is sukkot (the Feast of Tabernacles) that is celebrated in a sukkah (booth). Students have an opportunity to go into the sukkah on the campus and smell the fragrances unique to this festival. Similarly, the festival of Pesach (Passover) will be accompanied by the baking of matzot and participating in a model student seder (Passover meal).
In teaching Biblical studies, pictorial representation occurs before the actual learning of the text. This method makes the skills involved in conquering the text exciting and accessible to all.
Israel Studies bring the culture, achievements and the challenges facing people in Israel to life. Students hear guest speakers discuss their own backgrounds and they study the variety of faces that make up Israel. The studies are accompanied by project work throughout. The Israeli festivals of Yom Ha’atzmaut (Israel Independence Day) and Yom Hazikaron (Israeli Remembrance Day) have their own counterparts to some extent in Australia Day and Anzac Day. Many of these days are celebrated or commemorated in the school as part of Israel Week with special activities and guest speakers arranged.
