The Jewish communal place of worship is the synagogue, where prayer takes place facing Jerusalem. The Torah scrolls are the holiest objects in a synagogue and are kept in an alcove called the Ark. The spiritual leader of a synagogue or community is usually a rabbi (teacher).
Supporting Jewish students
This resource provides information about Jewish religious practices that have implications for NSW public schools and the diverse communities they serve.
Judaism: background and context
Judaism is one of the world’s oldest religions and is considered to be the original Abrahamic faith (which includes Islam and Christianity). Followers of Judaism believe in one God who revealed himself through ancient prophets, including Abraham, Isaac, Jacob, Moses, Solomon and others. Jews worship in synagogues.
Jews believe that the Ten Commandments are holy laws handed down to Moses by God. Included in the moral principles set out in the commandments are rules about justice, equality before the law, loving kindness, social welfare and the ideals of peace and political freedom. These are found in the most important Jewish text called the Torah. Torah is often translated as the 'Law' and also as 'teaching', and it provides Judaism's basic moral and ethical principles and its system of beliefs.
Judaism in Australia
Worldwide, there are about 15.8 million Jews today. In 2021, Australia’s Jewish population was estimated at 116,967, the majority of whom live in Sydney (NSW) and Melbourne (Victoria), making up 0.46% of the total population of 25.4 million.(Australian Bureau of Statistics, 2021)
Place of worship
Religious considerations
Considerations for schools
Schools should endeavour to develop a strong, consultative partnership with their local community to ensure the needs of their Jewish students are met in culturally responsive ways.
Students and staff who are visiting synagogues or other places of worship on school excursions should demonstrate respect by observing expected behaviours.
Prayer and religious rituals
Religious considerations
Observant Jews pray three times a day, although spontaneous prayer may be offered at any time. God accepts prayer in any language, however, Hebrew is the usual language of Jewish prayer.
Considerations for schools
Under the multicultural principles of the Multicultural NSW Act 2000, “all individuals and institutions should respect and make provisions for the culture, language and religion of others”.
Schools should make arrangements that allow Jewish students to meet their prayer requirements if possible. This should be done in consultation with parents, students, and the school community. Consent for student participation in prayer activities should be provided by parents/carers. See Other activities of a religious nature in schools procedures. Protocols for participation should be agreed upon with students and parents and a staff member is assigned to supervise.
Days of religious significance
Religious considerations
Shabbat (Sabbath) is a day of rest, or absence of work, lasting from sunset on Friday to nightfall on Saturday. Friday night dinners are one of the most observed Jewish practices, with many non-religious families gathering together to share a meal. While not all Jewish families observe strict Sabbath practices, for many, Sabbath candles are lit before sunset at a family gathering in the home, and prayers of sanctification are recited over wine and bread. Sabbath services and celebrations are held in the synagogue.
Rosh Hashana (New Year) is the anniversary of Creation when God reviews the world and examines the deeds of mankind. The shofar (a ram's horn) is blown as a call to spiritual wakefulness. Rosh Hashana is a two-day festival spent in prayer at the beginning of the month of Tishrei (which falls in September or October). The days between Rosh Hashana and Yom Kippur are known as The Days of Awe or the Ten Days of Penitence and are a time for personal resolutions and healing relationships.
Yom Kippur (Day of Atonement) is a 25-hour fast and period of abstinence, primarily spent in prayer, seeking forgiveness for sins against God. However, for sins committed against others, forgiveness must first be sought from the injured party before asking for divine pardon. Prayer, repentance and charity lead to forgiveness from God, while restitution is also required to achieve forgiveness from other people. Yom Kippur is the holiest day of the Jewish calendar.
Pesach (Passover) lasts eight days and marks the deliverance of the Israelites from slavery in Egypt. On the first two nights of the festival a home ceremony called a Seder takes place with prayers and food which symbolise the bitterness of slavery and the sweetness of freedom, and the story of the exodus from Egypt is related. Matzah, unleavened bread (flour without yeast), is eaten on Pesach to recall the “bread of affliction” which was eaten in Egypt. Leavened bread or other leavened food may not be eaten during the eight days of the festival. Pesach falls in the month of Nissan, which corresponds to March or April.
Shavuot (Weeks) is the festival when Jews mark God's giving of the Torah and the Ten Commandments at Mount Sinai. It is an occasion for renewed dedication to the Torah. It falls seven weeks after Pesach. The period of 49 days between the festivals marks the transition from slavery to the freedom to serve God. Shavuot falls in the month of Sivan, which coincides with May or June.
Yom Ha'atzmaut, Israel's Independence Day, is observed as a festival, with the traditional Song of Praise reserved for festivals.
Days of Mourning include the Fast of Av on which the destruction of both Temples is remembered, and Yom Ha'Shoah, a day of remembrance for the victims of the Nazi Holocaust.
Simchat Torah (Celebration of the Torah) is a time of rejoicing over the completion of the annual cycle of reading the Torah and the beginning of a new annual cycle.
Chanukah (Festival of Lights) is an eight-day festival marking the victory of Judah the Maccabee in the 2nd century BCE over the Hellenic oppressors who had conquered Judea and defiled the Temple in Jerusalem. Judah, in rededicating the Temple, found only one day's supply of sacred oil from which to light the Menorah. The miracle of Chanukah is that the oil burned for eight days, symbolising the survival of the monotheistic Jewish tradition against the onslaught of paganism. Hence Jews today light a chanukiah (candelabrum) every night for eight nights. Chanukah falls in Kislev (November or December).
Considerations for schools
Not all Jewish families will observe all of the days of religious significance included in this section. The most commonly observed days are Shabbat, Rosh Hashana, Yom Kippur and Pesach.
Some Jewish students may miss school due to religious celebrations / observances, including Rosh Hashana and Yom Kippur in September / October and Pesach in March / April. Some religious observances must take place in a synagogue and cannot be completed on school grounds.
A select number of minor fast days, such as Tisha B’Av, can take place during a regular school day but concentration and capacity may be affected.
The department’s Student attendance in NSW public schools procedures allow for principals to grant students leave to participate in recognised religious festivals or ceremonial occasions.
Recommendations of practice include:
- building staff understanding of the religious diversity of the school community and days of religious significance to support school planning and foster inclusion.
- avoiding scheduling activities, community events, school gatherings or parent meetings on Friday afternoons or evenings to enable Jewish families to participate and feel part of the school community.
- being mindful of significant days when planning school activities and, as far as possible, assessments and due dates so that Jewish students are not disadvantaged.
- maintaining open communication with Jewish families regarding the religious needs of their children, including on religious days of significance.
Note: The department’s Calendar for cultural diversity provides information on cultural and religious dates of significance.
Clothing and dress
Religious considerations
In many Jewish communities, there are specific clothing practices for boys and girls, which can vary depending on the level of religious observance, cultural traditions, and regional customs. Clothing norms help maintain a sense of Jewish identity and respect for religious traditions.
Jewish dress codes, particularly within religious communities, emphasize modesty (called tzniut in Hebrew) for both men and women. For women, this often means wearing clothing that covers the arms, legs, and neckline, and sometimes covering the hair with a scarf, hat, or wig (sheitel) after marriage. For men, modesty typically involves wearing a kippah (a skullcap, sometimes called a yarmulke in Yiddish) as a sign of respect for God, along with long trousers and sometimes a suit or jacket for formal occasions.
It is important to note that not all Jews follow these dress codes, and the level of adherence varies widely depending on the denomination and personal beliefs. It is also increasingly common for younger Jewish people to wear a symbolic magen david (Star of David) either as a necklace or other jewellery, as a religious item.
Considerations for schools
The Uniforms at school procedures, state that the school uniform must “be inclusive of students from diverse backgrounds and accommodate cultural and religious requirements”.
Appropriate alternative uniform options should be developed by schools in consultation with their community if required. For example, schools enrolling Jewish students should include kippah in the list of headwear that is part of the school uniform.
For more information, see Uniforms at school procedures and the Uniforms at school checklist.
Food and dietary requirements
Religious considerations
Jewish dietary laws (Kashrut) state that observant Jews eat only kosher ('proper') foods, as defined in the biblical commandments. All plants are kosher, while kosher meat must come from a permitted animal, bird or fish.
Permitted animals must have split hooves and chew their cud, such as cows, sheep, goats and deer. Permitted birds include chicken, duck and turkey. Permitted fish must have fins and scales. Forbidden foods include pork and its products, birds of prey and shellfish. Also, milk and meat products may not be eaten together.
Animals are slaughtered by a specially trained person in a specific manner that is as pain-free and humane as possible. Kashrut also requires the preparation of food using kosher equipment and utensils, which must not be used for non-kosher food. Observant Jews will therefore not eat food prepared in restaurants or homes that are not kosher.
Fresh fruit, vegetables, and water are kosher.
Considerations for schools
It is important to note that there is significant diversity within the Jewish community regarding food requirements. Not all Jewish families and students keep kosher or keep kosher strictly. Some may be ‘kosher-style’, meaning they will not eat prohibited foods or mixtures, but do not require certification.
Schools should maintain open communication with Jewish students and families regarding their dietary requirements and make accommodations where possible.
Recommendations of practice include:
- The school addresses kosher requirements when providing food for Jewish students or families, at school functions or during excursions and camps.
- Canteen staff are aware of the dietary requirements of Jewish student and are able to cater for their needs.
- Teachers of food technology and hospitality courses understand kosher principles and where possible, source kosher suppliers or provide alternatives for Jewish students when required.
Curriculum – The Holocaust
Religious considerations
During World War II, Jews were targeted based on their religious and ethnic identity, which resulted in the genocide of 6 million Jews. This event is referred to as the Holocaust.
Many Australian Jews have a connection to the Holocaust and Jewish students may be affected by the teaching of topics related to the Holocaust, or by related discussions which may arise at school.
The Holocaust may be addressed in various subjects across the curriculum, including History and English. Discussions about the Holocaust may also arise in programs or activities focusing on antisemitism, anti-racism and related issues focusing on world events.
Considerations for schools
Schools should refer to Controversial issues in schools procedures, the Anti-racism policy and The Wellbeing Framework for Schools for more information when teaching this topic.
Teachers should consider the wellbeing of students when teaching about the Holocaust. Jewish students may experience vicarious trauma or anxiety when hearing personal accounts from survivors or their families or engaging in content being taught in class.
Recommendations of practice include:
- delivering Holocaust education that is accurate, age-appropriate, and sensitive to the potential emotional impact on Jewish students.
- creating safe spaces for students to discuss the Holocaust sensitively, empathetically and with respect.
- offering appropriate support to students who may be impacted by the topic, in particular Jewish students.
- engaging all students in activities that counter racism, religious intolerance and discrimination
- promoting positive values such as respect fairness and care within the whole school community
- ensuring that all students are aware of their responsibility to behave in non-discriminatory and respectful ways and know how to report racism, religious intolerance and bullying if they experience or witness it.
The resource has been developed by Multicultural Education, with input from Curriculum, and in consultation with the NSW Board of Jewish Deputies and other stakeholders including Together for Humanity.