We're impressed with our curriculum, now it's your turn! The lessons are multi-sensory, & hands-on, ensuring that the students truly experience what they are being taught. Chabad Hebrew School is an affiliate of the Chabad International Hebrew Education Network, who stand at the forefront of Jewish education worldwide, providing our children with the highest level of Jewish education possible, in a Sunday & Hebrew School setting. Areas of Academic Emphasis Include:
JEWISH HISTORY
An overview of Jewish history starting with creation, to the giving of the Torah, to modern day Israel will be taught through interactive stories and art projects.
TORAH STORIES
Study of various Torah portions & stories to pique the children’s interest
ISRAEL
Our students understand that Israel is not just another country but our own homeland; a land that is truly the “Promised Land”, both spiritually and physically.
JEWISH CULTURE
The students gain an appreciation of our heritage and culture that has been preserved throughout the ages through various cultural crafts, literature, and songs, presented throughout the year.
JEWISH SONG & DANCE
Through Song and dance, our students are taught to develop an enjoyment and understanding of a variety of both traditional and Israeli songs. Each song is taught through rhythm, movement and educational activities.
HEBREW LANGUAGE
The children will learn various vocabulary words, and common language words in the Hebrew language, through circle & play time, hanging posters, contests, songs, and dances.
HEBREW ALPHABET
The children will learn and befriend all the letters of the alphabet through our interactive and hands on Aleph Champ Program.
CHESED-SOCIAL ACTION
Through projects focused on sharing and giving, the students will form a special relationship with other Jewish children around the world, experiencing first hand, how they can make a difference in another child’s life.
HOLIDAYS & SHABBAT
Hands-on lessons on each Jewish holiday will fill the calendar as we begin with learning about the High Holidays and continue throughout the year. By the end of the year, the students will have a deeper understanding and appreciation of each holiday, its traditions and customs, and on Shabbat, and its special meaning to the Jewish people.
JEWISH VALUES & ETHICS
Beginning with the origins of the Mitzvot, students will explore, read, and discuss practical applications of good deeds, and ways of bringing it into the life of a little child. Children will understand that our religion is based on a G‑d given set of values and morals, and will gain an appreciation for their meaning.
JEWISH HISTORY
An overview of Jewish history starting with creation, to the giving of the Torah, to modern day Israel will be taught through interactive stories and art projects.
TORAH STORIES
Study of various Torah portions & stories to pique the children’s interest
ISRAEL
Our students understand that Israel is not just another country but our own homeland; a land that is truly the “Promised Land”, both spiritually and physically.
JEWISH CULTURE
The students gain an appreciation of our heritage and culture that has been preserved throughout the ages through various cultural crafts, literature, and songs, presented throughout the year.
JEWISH SONG & DANCE
Through Song and dance, our students are taught to develop an enjoyment and understanding of a variety of both traditional and Israeli songs. Each song is taught through rhythm, movement and educational activities.
HEBREW LANGUAGE
The children will learn various vocabulary words, and common language words in the Hebrew language, through circle & play time, hanging posters, contests, songs, and dances.
HEBREW ALPHABET
The children will learn and befriend all the letters of the alphabet through our interactive and hands on Aleph Champ Program.
CHESED-SOCIAL ACTION
Through projects focused on sharing and giving, the students will form a special relationship with other Jewish children around the world, experiencing first hand, how they can make a difference in another child’s life.
HOLIDAYS & SHABBAT
Hands-on lessons on each Jewish holiday will fill the calendar as we begin with learning about the High Holidays and continue throughout the year. By the end of the year, the students will have a deeper understanding and appreciation of each holiday, its traditions and customs, and on Shabbat, and its special meaning to the Jewish people.
JEWISH VALUES & ETHICS
Beginning with the origins of the Mitzvot, students will explore, read, and discuss practical applications of good deeds, and ways of bringing it into the life of a little child. Children will understand that our religion is based on a G‑d given set of values and morals, and will gain an appreciation for their meaning.
Aleph Champ Program
Several years ago, a young and energetic Chabad Hebrew School Director decided to expand her recreational activities by joining a local Torah Dojo Karate class. Under the tutelage of "Sensei Diane" she began learning the techniques of Karate.
One fine morning it dawned upon her that learning Karate was indeed quite similar to the reading program at the Hebrew School she was running. The parallels were incredible. First, both systems ran once a week, leaving way too much space time from class to class for any substantial progress. Second, at home, few parents were clued in to what the child was learning. Practicing Karate at home, no one would have noticed whether she was practicing a front, side or round-house kick. Similar to the parent who tries to help with her child’s Hebrew reading work but can’t tell a kamatz from a koobotz. And last, there were students of all levels in class at the same time.
With all these similarities, there was just one major difference. In Karate, students were motivated to progress, were practicing for test dates with friends, and graduated from level to level quite quickly. Hebrew reading at the Hebrew School however was looking quite different. Students were learning to read year after year, without too much motivation to progress and failing to read properly by the time they needed to read for their Bar and Bat Mitzvahs.
So what was being done in Karate that could be adapted to the Hebrew School?
When a student steps into a Karate class, it is very clear what level everyone is on. The teacher is a Black Belt. Some students who have been studying for years are Purple or even Brown Belts. Beginners wear White Belts and there is a plethora of other colored belts.
It is very clear what one needs to know in order to pass a level and the reward is merely the change in color belt, a change in status.
If only there was some way to divide reading into a clear color coded system with levels easily defined and attainable... A program in which students would be excited about learning to read Hebrew and motivated to advance to the level of the teacher…
One fine morning it dawned upon her that learning Karate was indeed quite similar to the reading program at the Hebrew School she was running. The parallels were incredible. First, both systems ran once a week, leaving way too much space time from class to class for any substantial progress. Second, at home, few parents were clued in to what the child was learning. Practicing Karate at home, no one would have noticed whether she was practicing a front, side or round-house kick. Similar to the parent who tries to help with her child’s Hebrew reading work but can’t tell a kamatz from a koobotz. And last, there were students of all levels in class at the same time.
With all these similarities, there was just one major difference. In Karate, students were motivated to progress, were practicing for test dates with friends, and graduated from level to level quite quickly. Hebrew reading at the Hebrew School however was looking quite different. Students were learning to read year after year, without too much motivation to progress and failing to read properly by the time they needed to read for their Bar and Bat Mitzvahs.
So what was being done in Karate that could be adapted to the Hebrew School?
When a student steps into a Karate class, it is very clear what level everyone is on. The teacher is a Black Belt. Some students who have been studying for years are Purple or even Brown Belts. Beginners wear White Belts and there is a plethora of other colored belts.
It is very clear what one needs to know in order to pass a level and the reward is merely the change in color belt, a change in status.
If only there was some way to divide reading into a clear color coded system with levels easily defined and attainable... A program in which students would be excited about learning to read Hebrew and motivated to advance to the level of the teacher…
