This award is aimed at developing and empowering educators working in the field of Jewish Education. It caters for those working in informal settings – both youth and adults – as well as in the more traditional supplementary system. It is also recommended for those who are considering taking on more senior roles in their communities in the future.
The backdrop to the course is the changing landscape of Jewish community education over the last decade. This will be reflected in the way the course focuses on formal and informal approaches in education. More specifically it will aim to increase students’ pedagogic skills and knowledge including Hebrew pedagogy. Another central objective will be to enable students to acquire a deeper understanding and knowledge of Progressive Judaism, its history and values. This will be achieved through a number of modules encompassing modern Jewish history, Jewish sources and Progressive Judaism. The course will end with an individual project which will allow students to focus on an area of interest and relevance to their work.
The Certificate of H.E. in Jewish Education will be awarded to students who have successfully completed 120 credits. There are 113 contact hours. The award will be offered part-time and will be studied over two years.
This programme is quality assured by Middlesex University and you will receive a Middlesex award on successful completion.
To read the Programme Specification please Click Here
- 160-200 UCAS tariff points (3 A Levels, equivalent or APL)
- Be employed or undertake voluntary work in a Jewish educational setting
- Students whose mother tongue is not English are expected to meet a minimum Level B2 on the Common European Framework of Reference for Languages (CERF), IELTS 6.0.
- Be able to decode Hebrew
Applicants over the age of 21, who do not satisfy the normal entry requirements, may be admitted to a programme or subject provided that they can submit evidence of previous serious study and demonstrate the capacity and attainments to pursue successfully the proposed programme.
Teaching and Assessment
A variety of teaching methods including tutor-led, group work and independent study will be used. Types of assessments include essays, presentations, set exercises, and creating lesson plans. Teaching sessions will take place in the evening to enable those who are working to study at LBC.
This module begins by looking at the concept of community. The needs of the community will be explored, as will the different factors that impact upon the community, such as current political, cultural, technological and social change. Students will then be asked to reflect on how this influences their role as Jewish Educators with a view to helping them develop their personal vision for Jewish education.
Emphasis will also be placed on deepening students’ pedagogic and andragogic skills and exploring the application of these skills to different educational milieu (youth, adults, community). Different educational issues will be highlighted and discussed, such as: The practical distinctions between formal and informal approaches to education; creating dynamic Jewish education that is vibrant, meaningful and relevant; the use of IT in education. In addition, different types of curricula and their practical applications will be investigated and lesson/session planning will be revised. Differentiated learning and special educational needs provision will also be explored. All of this is to be achieved in a welcoming and inclusive community.
The module will look at the structure and composition of the major literary Jewish sources from the Bible through to the present-day. The development of these sources over time will be discussed, indicating how they have been shaped by the interaction of Jews with the world beyond the Jewish community. A main focus of the module is to examine the sources from a Progressive Jewish perspective. Throughout the module emphasis will be placed on how this knowledge and understanding can be applied in particular educations settings.
This module will examine the historical background to the enlightenment and developments in the 18th century that impacted on Judaism. Particular emphasis will be placed on the work of Moses Mendelssohn, the French Revolution, Jewish Emancipation, Reform Judaism and Modern Orthodoxy.
The Shoah will also be explored including the stages of persecution leading up to the genocide. Examples of resistance and rescue will be considered, along with the aftermath of the Shoah and its legacy for the Jewish people.
Other important topics to be examined will be the emergence of Zionism in the diaspora via the works of: Hess, Pinsker, Herzl and Achad Ha-Am, the foundation of the state of Israel and the Arab-Israeli conflict.
Hebrew is often considered the most challenging subject in a Jewish Educational curriculum. The reasons for this are varied: aims and goals are unarticulated or may be conflicting, teachers often are not native Hebrew speakers or if the reverse is true, Hebrew speakers may not have the necessary teaching skills, to name a few. In addition, the relationship between Biblical and Modern Hebrew is rarely explored, giving the teachers and learners a very compartmentalised perception of the Hebrew language. This module will explore the advantages of creating these links where possible and appropriate.
This module first and foremost presents the students with an understanding of the theories of language acquisition in order to situate Hebrew teaching and learning within the broader field of language learning. These theories will then be applied to the teaching and learning of Hebrew. Additionally, specific issues relating to Hebrew pedagogy will be explored giving students the opportunity to offer practical and creative solutions. Time will be devoted to reviewing lesson/session planning.
Although the aim of this module is not to improve students’ personal Hebrew skills, it will nevertheless expose them to a range of Hebrew texts and vocabulary, which will indirectly impact upon their general Hebrew knowledge.
This module will survey key moments and sources in the development of Progressive Judaism, looking at the origins of ‘small p’ progressive thinking in the Torah and Talmud; the development of non-traditional liturgies from their traditional origin; the challenges facing Progressive communities in the 21st century; the engagement of Progressive Judaism with the State of Israel and important inter-faith connections; the particular nature of British Progressive Judaism and its constituency and the role to be played by a teacher of Progressive Judaism. This module will provide core building blocks on which teachers in Progressive Jewish contexts can confidently and creatively express the core values of Progressive Judaism to their students.
This module is the culmination of the students’ learning over the period of the whole course. The module offers the students an opportunity to undertake, perhaps for their first time, a small-scale research project in an area relating to the students’ professional context.