Jewish beliefs about G-d, covenants and Torah
Explain the syllabus beliefs about G-d and the covenants with Abraham and Moses, and connect Torah interpretation with Jewish life.
Exam scope and assessment notes
This original foundation lesson maps Cambridge IGCSE Religious Studies 0490 J2 for exams 2026–2029. The 2025–2027 syllabus applies through 2027; use the 2028 Version 2 and 2029 Version 1 for later exams. The 2028 update removes Tzedek from the named Jewish aid organisations; the 2029 syllabus says there are no significant changes affecting teaching. These are neutral, original study notes, not religious rulings. Religious belief and practice vary within each tradition; use qualified teachers and the exact syllabus for the exam year. Specialist review by Christian, Muslim and Jewish Religious Studies teachers is pending. Cambridge 0490 has two externally assessed papers, each 1 hour 45 minutes, 80 marks and 50% of the qualification. Each structured question has a 6-mark factual part, a 6-mark explanation part and an 8-mark evaluation part. StudyForA practice is self-checked; it does not award Cambridge marks or grades.
Before you begin
Work on paper. Try each question before revealing help, and explain why your method works.
Quick readiness check
Before you start: What is a mitzvah in the syllabus context?
What you will learn
- Describe the beliefs about G-d listed in the syllabus and explain their possible importance.
- Distinguish the covenants with Abraham and Moses.
- Explain the Torah as authority, revelation and moral guidance, including mitzvot and Noahide laws.
The syllabus presents connected beliefs about G-d
The syllabus includes G-d as one, merciful and just, creator and sustainer, without a body, and omnipotent, omniscient and omnipresent. It asks for different Jewish views on their importance and their impact on daily life.
Use the syllabus spelling G-d in learner-facing notes. Explain a belief in plain language and connect it to a relevant aspect of worship, ethics or identity without suggesting all Jews express it identically.
Covenants and Torah
The syllabus distinguishes the covenant of circumcision with Abraham, including promise and belief in one G-d, from the covenant of law with Moses, including commandments and a way of life. It asks how these covenants shape Jewish relationship with G-d and the idea of a people bound by covenant.
Torah is studied as authority, revelation and a source of moral principles. The syllabus includes positive and negative mitzvot and the Noahide laws. Explain a commandment's role; detailed interpretation can vary across Jewish traditions.
Sources for this lesson
Pause and explain
Which covenant is associated in the syllabus with Moses and the giving of commandments?
Worked example
Why should a response distinguish the covenant with Abraham from the covenant with Moses?
Show the worked solution
- The syllabus links Abraham with circumcision, promise and belief in one G-d.
- It links Moses with the covenant of law and commandments.
- Explain that both matter but their syllabus details are different.
Answer The Abraham covenant is associated with circumcision and promises, while the Moses covenant is associated with law and commandments. Distinguishing them makes the historical and religious explanation accurate.
Try a topic test
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Test this topic →From guided practice to a new situation
Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.
Guided: Match the two covenants with one syllabus detail each.
Give me a hint
Use the named people and the syllabus emphasis.
Compare my reasoning
- Abraham is linked with circumcision and a promise.
- Moses is linked with the covenant of law and commandments.
- State how the details distinguish the covenants.
The Abraham covenant is linked with circumcision and promise; the Moses covenant is linked with law and commandments. Both are important but have distinct syllabus details.
Look for these in your work
- Matches Abraham correctly
- Matches Moses correctly
- Explains the distinction
Independent: Explain how Torah can act as a source of moral principles.
Give me a hint
Use positive and negative mitzvot or another syllabus example.
Compare my reasoning
- Identify Torah as a source of authority in the syllabus.
- Explain that mitzvot include actions to do and actions to avoid.
- Connect a principle to a possible decision, with a note that interpretation may vary.
Torah can be treated as authoritative guidance. Positive mitzvot direct actions to do and negative mitzvot identify actions to avoid; these can shape choices, though traditions may interpret or apply them differently.
Look for these in your work
- Names Torah's role
- Distinguishes positive and negative
- Explains daily relevance
Transfer: Evaluate, “A covenant matters only as an ancient agreement.”
Give me a hint
Consider its historical setting and how it may shape present identity or practice.
Compare my reasoning
- Explain one syllabus detail from the Abraham or Moses covenant.
- Connect the covenant to Jewish relationship with G-d or a way of life.
- Reach a judgement that addresses the word “only.”
A covenant is described through historical events, but the syllabus also asks how it shapes Jewish relationship with G-d and daily life. It may therefore have continuing religious significance; the importance can differ among individuals and communities.
Look for these in your work
- Uses a covenant detail
- Connects past and present
- Gives a qualified judgement
Common mistakes
- Treating the two covenants as identical
- Calling every mitzvah a negative commandment
- Making absolute claims about Jewish interpretation
What can you explain now?
Which covenant is associated in the syllabus with Moses and the giving of commandments?
Compare with the explanation
The covenant of law
The Abraham covenant is associated with circumcision and promise.
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Make it stick
How do beliefs about G-d, the covenants and Torah relate to authority, moral guidance and Jewish life?
If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.