Hebrew & Religion School - Meah
"Train a child in the way he should go, and when he is old he will not depart from it."
(Proverbs 22:6)
In Jewish communities everywhere and for as long as can be remembered, children have emerged from the classroom following lessons at their Hebrew and Religion schools complaining of “boredom”, explaining that in class they did “nothing”. Objective analysis confirms that too many children are emerging from supplementary Hebrew and Jewish education lacking a functional Judaic and Hebraic knowledge base and, as importantly, the enthusiasm necessary to pursue an active Jewish life in the future.
Studies reveal a close correlation between a child’s Jewish identity and the quantity and quality of his or her Jewish education. In just one such study, published in 2004 by sociologist Steven Cohen for the United Jewish Communities (USA) called, "The Impact of Childhood Jewish Education on Adults’ Jewish Identity", the author’s findings make it clear that:
- (only) 16% of those who received no Jewish schooling felt that being Jewish was "very important" compared to 51% who had at least seven years of supplementary school;
- Synagogue membership, observance of Jewish rituals and attachment to Israel…are almost always associated with one’s early (Jewish) childhood education.
At NSTE, we to do more for our children and their families.
The educational leadership team of North Shore Temple Emanuel has gone “back to basics” to review its options and to explore new possibilities in Jewish education. A new paradigm has been developed based closely upon the following principles:
Professionalism: Our approach to the education of our children and their families is to be professional. We employ the best teachers, insist upon their adherence to high-level educational standards and we provide the management systems that enable these teachers to bring about the best results for each child and every family. Our school promotes the usage of the latest and most effective educational technologies to teach and communicate with students and their supporters.
Nurturance: Every child and each family receives personal attention from their teachers who nurture their spiritual and educational growth much as one would look after their own garden-patch. The creation of individualised Jewish growth plans and the keeping of careful records documenting Jewish experiences and academic success is vital. Our new school paradigm ensures that the educational and interpersonal needs of each student are acknowledged and met to the greatest extent possible. We see the divinity in each person, inspire creative thinking and respond to their special needs and build a community made of like-minded individuals that share similar goals and commitments.
What does Meah mean?
Meah means 100. It refers to the desired number of formal contact hours and percentage of effort and enthusiasm expected of students, families and teachers in any given school year.
Who is Meah for?
Meah is a program for students in years K-7 and their families designed to “feed” into the NSTE’s program of Post B’nei Mitzvah formal and informal Jewish education.
How does Meah differ from our current school?
Meah insists upon higher standards of achievement, greater oversight, instruction and comportment through an additional 33% contact time (approximate). Meah is made up of a series of interdependent learning units through which students and their educational partners pass during their educational career at NSTE. Progress checks are given towards the middle and end of each level of work to ensure that each student grasps the concepts already presented before advancing.
Meah provides a new context for family education, community involvement and religious expression. Meah students follow a base curriculum established at the BPJE together with electives chosen by students and their parents. Hebrew instruction is based upon two distinct and complementary siddur comprehension programs: Sarah and David (interactive) and the new URJ (Reform) Mitkadem curriculum.