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Judaic Studies Curriculum
Perelman Jewish Day School provides students with a values-based Jewish education. The academic program enables students to integrate traditional Jewish thought and ethical behavior with the complexities of modern society.
As a school associated with the Conservative Movement, PJDS is committed to prayer and the observance of mitzvot as the core of Jewish experiences. The school stresses the instruction and understanding of ethics, morals, and values through an intensive exposure to classical and other Jewish texts. An understanding of Jewish civilization and the pivotal role of the State of Israel in Jewish life are emphasized. Fundamental to the Judaic studies program is acquisition of Hebrew language skills. Hebrew is taught both as a living language and as the historic language of Prayer, Torah, Rabbinic text and Commentaries.
The Judaic Studies curriculum is divided into broad sections, which include Hebrew Language/Literature, Jewish Life and Observances, Jewish History/Israel, Sacred Texts and Synagogue Skills.
Hebrew Language/Literature
Hebrew language is considered a form of Jewish expression and reflects the heritage, beliefs and values of the Jewish people. The study of Hebrew facilitates access to traditional Jewish texts while connecting the student to the culture and literature of the modern State of Israel.
Beginning in Gan (kindergarten) students acquire an active Hebrew vocabulary and play Hebrew games to foster a love and appreciation for the language. In the early grades, students concentrate on supplementing everyday vocabulary and developing reading and writing skills that focus on modern Hebrew. In later grades, Biblical language acquisition is added to this knowledge base. The school uses many different strategies and methods to teach Hebrew. The language is featured throughout the school by means of posters, signs, samples of children's writing, and the modeling of adults using spoken Hebrew. Students learn the language through stories, songs, plays and other experiential activities.
In the upper grades and at the Middle School, students are grouped homogeneouslyto better meet the needs of different kinds of learners.
Jewish Life and Observances
Jewish Life and Observance encompasses many formal and informal parts of thePJDS curriculum. The school strives to identify with the religious beliefs andpractices of Conservative Judaism. Religious life revolves around the rhythmand harmony of the Jewish calendar, such as Shabbat, festivals, prayers, Israeliholidays and other traditions.
On a daily basis, students have the opportunity to practice the mitzvot theyare taught. This is accomplished through Torah (study), Avodah (prayer and ritual),and G'milut Hasadim (acts of loving kindness). Through text study, celebrationsand school-wide programming, students appreciate and observe Shabbat (Sabbath)and hagim (Jewish holidays).
Jewish History/Israel
In the lower grades, Jewish History is integrated throughout the Jewish Studiescurriculum and in the General Studies curriculum when the opportunity arises.The curriculum is informal in nature and creates an emotional bond for studentswith the land and people of Israel. A formal study of Jewish history begins ingrade six and continues through the Saligman Middle School. In each academicdiscipline, themes related to Israel frequently emerge from sacred and modernliterature, Jewish history, tefillah, and the celebration of Jewish holidays.Seventh graders study selected topics related to the land and State of Israelin a series of weekly round-robin discussion groups.
The teaching of Jewish history is designed to imbue our students with an understandingof the growth and development of Jewish civilization through the ages. A primarygoal is to foster students' identification with the Jewish people. Studentslearn how centuries of achievement and tenacity has forged Jewish identity despitediscrimination and prejudice. Through the study of this discipline, studentsgain an appreciation for the role and responsibility of the individual as wellas that of the community in passing Jewish heritage on to the next generation.
Sacred Texts
The Bible and Talmud are the primary sacred texts used at PJDS, both as a linkto Jewish tradition and as a guide to modern living. The approach to the studyof sacred text employs a classical mode of inquiry, as developed pedagogicallyby the Melton Research Center. This type of study facilitates the students' understandingof ethical and moral values. It reflects the critical thinking process centralto Conservative Jewish beliefs. In fulfilling this mission, PJDS teaches thatJudaism is a process, not locked into a particular era or understanding of text.Its ideas, values, and practices have evolved in response to the changing conditions,in which Jews have found and continue to find themselves. The study of Biblebegins with preparatory lessons in Bible structure and language in grade twoand progresses to textual study in grades 3-5. The formal study of liturgicaltexts begins in first grade, and rabbinic texts in sixth grade.
Synagogue Skills
Students are taught how to chant the weekday morning and afternoon prayers, Shabbatevening prayers and the melodies to the Passover Haggadah. Beginning in thirdgrade the Synagogue Skills Program teaches the traditional approach to chantingthe Torah according to the Ashkenazic Lithuanian Jewish musical traditions. Childrenhave opportunities to read Torah and lead services on a regular schedule. Theseskills enable students to participate fully in services in school, in their respectivesynagogues, and wherever Jews assemble to pray. PJDS has an egalitarian policywhere both boys and girls learn and participate in synagogue skills.
Special Jewish Studies Programs
In the lower school, a Kadimah program is maintained for students who encounterdifficulties with Hebrew as a second language. The program begins in third gradeand allows students to learn Hebrew and Judaic Studies at their own individualpace.
Students entering the Saligman Middle School in grade six enter into a speciallateral entry program. This tract meets the needs of students who do not havea Jewish Day School background. These programs reflect our commitment to academicdiversity and the desire to provide a Jewish education to as many Jewish childrenas possible.
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