Subject: Religious Education Key Stage
4
Scheme of Work: Grades 1-9
Term: Autumn/Spring/Summer
Topic / Unit(s) Islam: Beliefs and Practices
Overview / Context Students will study the main beliefs of Islam including; the six articles of faith, the five roots, the nature of Allah, Prophets including Muhammad, Ibrahim and Adam, holy books, angels, predestination, beliefs about life after death including paradise and hell.
Students will also study the practices within Islam including the Five Pillars of Islam, the Mosque, the Ten Obligatory Acts, Jihad and festivals such as Id ul Adha, Id ul Fitr and Ashura. Students need to be aware of the similarities between Sunni and Shi’a Islam.
Assessment/Mastery
Success criteria
1 Demonstrate some simple knowledge and understanding of some religious beliefs and
practices and know the name of some sources of wisdom Demonstrate some understanding that religions have different ideas and their followers
do different things to show this Express a simple opinion on matters of religion or belief using everyday language,
recognizing others might have different views
2 Demonstrate limited knowledge and understanding of some beliefs and practices, with
simple reference to sources of wisdom and authority Demonstrate some understanding of different views and practices between religions
Express an opinion on matters of religion or belief using everyday language, recognizing others might have different views
3 Demonstrate some relevant knowledge and understanding of some beliefs and practices,
with limited reference to sources of wisdom and authority
Demonstrate some understanding of different views and practices between religions Express own opinion and present two different views on matters of religion or belief,
including some keywords
4 Demonstrate generally sound knowledge and understanding of a range of beliefs and
practices, with some reference to sources of wisdom and authority
Demonstrate some understanding of different views and practices within and between religions or beliefs
Construct a reasoned point of view on matters of religion or belief, based on some evaluation of different perspectives, and using some specialist keywords
5 Demonstrate mostly accurate knowledge and understanding of a widening range of beliefs and practices, with reference to sources of wisdom and authority
Demonstrate sound understanding of both shared and contrasting views and practices within and between religions or beliefs
Construct a reasoned point of view on matters of religion or belief based on some analysis and evaluation of different perspectives, and attempting to use accurate
specialist vocabulary
6 Demonstrate accurate and relevant knowledge and understanding of a wide range of beliefs and practices, with selected references to sources of wisdom and authority
Demonstrate detailed understanding of both common and divergent views and practices within and between religions or belief systems
Construct a fairly convincing argument on matters of religion or belief, based on analysis and evaluation of different perspectives, and using accurate specialist vocabulary
7 Demonstrate accurate and relevant knowledge and understanding of a wide range of
beliefs and practices, with selected references to sources of wisdom and authority Demonstrate detailed understanding of both common and divergent views and practices
within and between religions or belief systems, making links between these and competing sources of authority
Construct a fairly convincing argument on matters of religion or belief, based on critical analysis and evaluation of different perspectives, and using accurate specialist
terminology
8 Demonstrate relevant and comprehensive knowledge and understanding of a wide range of beliefs and practices, with well-integrated and selected references to sources of
wisdom and authority Demonstrate detailed understanding of both common and divergent views and practices
within and between religions or belief systems, explaining the links between these and competing sources of authority
Construct a sustained and convincing argument on matters of religion or belief, based on critical analysis and evaluation of different perspectives – including a considered
personal one – and using accurate specialist terminology
9 Demonstrate relevant and extensive knowledge and understanding of a complete range
of beliefs and practices, with many well-integrated and carefully selected references to sources of wisdom and authority
Demonstrate detailed and empathetic understanding of both common and divergent views and practices within and between religions or belief systems, along with accurate
knowledge of the competing wisdoms/authorities which lead to division or variation
Construct a sustained and convincing argument on matters of religion or belief, based on
critical analysis and evaluation of different perspectives, and using accurate specialist
terminology and including fully justified personal reflections
Curriculum Opportunities English; students will be analyzing texts from the Qur’an and interpreting their meaning. They will argue different points of view to reach a justified conclusion.
Geography; students will learn about places of importance to Muslims in Saudi Arabia and where Muslims live in the world today.
History; students will learn about Prophets through History which are important across three different religions
SMSC Spiritual Moral Social Cultural
Assessment Opportunities
PAIR Marking to be completed:
-Lesson 3 – Evaluation on whether God exists
-Lesson 7 – Mika’il is more important than Jibril
-Lesson 11 – Adam is more important than Ibrahim
-Lesson 15 – practice exam questions
-Lesson 23 – It is never right to fight in a holy war
Assessment Cycle:
1 2 3
Key Vocabulary Adalat, Akhirah, Al-Qadr, Benificence, Hadith, Hajj, Jihad, Jummah, Khums, Madinah, Makkah, Merciful, Omnipotence, Predestination, Ramadan, Risalah, Salah, Sawm, Shahadah, Shi’a, Sunni, Surah, Tawhid, Transcendence, Ummah and Zakat.
Wider Reading -Religious Studies Specification A: Lesley Parry, Jan Hayes and Shiela Butler -All information and resources are provided with each individual lesson
Teacher Notes It is important that students understand the differences between Sunni and Shi’a Muslims
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 1
1. Gathering.
Describe the six articles of faith of Sunni Islam and how these beliefs might affect a Muslims life
2. Processing
Infer complex questions using the question matrix that you would like to ask about the 6 articles of faith
3. Applying
Bell task
Write down 6 beliefs you have.
Learning toolbox
-View the 6 beliefs of Sunni Islam. Bronze, silver, gold activity.
-Students will use the question matrix to devise some complex questions about the 6 Sunni beliefs
Maps: Questioning matrix
Caps: White and red
Habits of the mind: Be clear and look at it another way
Plenary
Evaluation question: Do you believe all of the six articles of faith are important? Bronze, silver, gold activity.
Bronze, silver, gold activity
Questioning matrix
Questioning
Discussion
Resources:
Power point
Key Vocabulary/Literacy opportunities
Sunni
Pre-destination
Allah
Qur’an
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
Evaluate the importance of the sic articles of faith
SMSC:
Spiritual; ;learning about the beliefs of Sunni Muslims
Misconceptions:
Students find the concept of pre-destination difficult to grasp
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 2
1. Gathering.
Describe the five roots of Shi’a Islam
2. Processing
Explain how the five roots of Shi’a Islam affect the lives of Muslims
3. Applying
Evaluate the similarities and differences between the five roots and the six articles of faith
Bell task
Recall the six articles of faith
Learning toolbox
-Students will explain the five roots of Shi’a Islam using the information about the five roots.
-Bronze, silver, gold activity on how the five roots influences Muslims today (Shi’a)
Maps:
Caps:
Habits of the mind:
Plenary
Double bubble map on the similarities and differences between Sunni and Shi’a Muslims and their beliefs
Recall task
Five roots explanation
Bronze, silver, gold activity
Resources:
Power point
Double bubble map
Key Vocabulary/Literacy opportunities
Students are writing to explain
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
SMSC:
Spiritual; exploration of Muslim beliefs
Misconceptions:
None
Lesson 3
1. Gathering.
Bell task
List words to describe God
Learning toolbox
Words to describe God
Resources:
Power point
Writing frames 12 markers
Describe the term Tawhid
2. Processing
Explain the meaning of some of the Surah’s connected to Tawhid
3. Applying
Evaluate whether there is a God
-Using power point define the term Tawhid. Bronze, silver, gold activity including an acrostic poem.
-Give students 99 names of Allah. Students will choose between 3 and 5 of the names. What does each name say about Allah? How does each name enhance a Muslims understanding of Tawhid?
-Students will interpret two Surah’s (Surah 1 and Surah 112)
-PAIR Marking activity. 12 mark exam question – ‘There is no God’
Maps: None
Caps: White, yellow, black and red
Habits of the mind: Be clear and look at it another way
Plenary
Completion of PAIR marking activity
Interpretation of 99 names of Allah
PAIR marking activity
Discussion
Questioning
Key Vocabulary/Literacy opportunities
Students are evaluating arguments and reaching a justified conclusion
Marking Opportunity:
Red pen maintenance
PAIR marking
Recall/Homework:
Homework project
SMSC: Moral; offering reasoned views
Misconceptions:
None
Lesson 4
1. Gathering.
Describe the nature of Allah as omnipotent
2. Processing
Explain Muslim beliefs about Allah as immanent and transcendent
3. Applying
Evaluate whether you believe Allah is immanent or transcendent
Bell task
Response to green pen PAIR marking
Learning toolbox
-Students will explain the quality of God; omnipotence using the factual information.
-Discuss and define the terms immanence and transcendence. Bronze, silver, gold activity. Students will also interpret a set of quotations relating to these terms.
Maps: None
Caps: White and red
Habits of the mind: Strive for accuracy and look at it another way
Plenary
Evaluation question: ‘Allah is immanent not transcendent.’
PAIR marking response
Discussion
Questioning
Evaluation question
Bronze, silver, gold activity
Resources:
Power point
Key Vocabulary/Literacy opportunities
Students will argue different points of view and will also interpret quotes
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
SMSC: Spiritual – exploration of religious beliefs
Misconceptions:
None
Lesson 5
4. Gathering.
Describe how Allah is beneficent and merciful
5. Processing
Explain the concept Adalat and how humans could show fairness and justice in their own lives
6. Applying
Evaluate which is the most important quality of God
Bell task
Do you believe that all people deserve to be loved?
Learning toolbox
-View the examples of moral and natural evil in the world. Why do these things happen? How could Allah allow these things to happen? Could or should be stop them?
-View definitions of the terms beneficence and mercy including how Allah remains beneficent and merciful in a world which contains evil. B; describe the terms beneficence and mercy. S; Explain how Allah shows his beneficence and mercy (bubble). Gold; Why might some people doubt that Allah is beneficent and merciful in our world?
-Read about the concept of Adalat. Bronze, silver, gold activity. Is it impossible for humans to be truly just?
Maps: Bubble
Caps: White
Habits of the mind: Persist and keep learning
Plenary
Display all qualities of God. Opinion based question on which is the most important
Opinions
Discussion
Questioning
Bronze, silver, gold tasks
Resources:
Power point
Key Vocabulary/Literacy opportunities
Students are writing to describe and to explain
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
SMSC: Spiritual; exploration into Muslim beliefs about God
Misconceptions:
Adalat definition
Lesson 6
1. Gathering.
Describe what angels are and what they do
2. Processing
Explain the role of angels
3. Applying
Bell task
Do you believe in angels? Opinion based question
Learning toolbox
-Watching the media clips which show supposed footage of angels or situations where angels are believed to have acted. Discussion and feedback
-View the slides on the power point which explains what angels are and what they do. Bronze, silver, gold activity.
-Students will produce a circle map on the role of angels within Islam
Discussion
Questioning
Reponses to media clips
Bronze, silver, gold activity
Angel research
Resources:
Power point
Angel fact sheets
Key Vocabulary/Literacy opportunities
Students are writing to describe and to explain
Marking Opportunity:
Red pen maintenance
Evaluate the role of different angels
-Students to be given information about four of the angels in Islam; Nakir and Munkir, Malik and Israfil. Kiraman and Katibeen could also be included. Using the information students need to make notes about what each angel does and why each of them is important to Muslims
Maps: Circle
Caps: White and red
Habits of the mind: Enjoy yourself and use every sense
Plenary
Which of the four angels studied today do you think is the most important and why?
Recall/Homework:
Homework project
SMSC: Spiritual; exploration into the Muslim beliefs about angels
Misconceptions:
Students often refer to the two angels on the shoulders as an angel and a devil
Lesson 7
1. Gathering.
Describe why Jibril is an important angel
2. Processing
Explain who Mika’il is and what Mika’il does
3. Applying
Evaluate whether Mika’il is more important than Jibril
Bell task
Recall: What did you learn about angels? What is the role of angels?
Learning toolbox
-Using the fact file on Jibril students to assess why Jibril is an important angel within the religion Islam. Bronze, silver, gold activity.
-Mika’il fact file to be viewed. What is the role of this angel and why is Mik’ail important? Bronze, silver gold activity.
-Discussion and feedback.
-PAIR marking activity based on 12 mark exam question; ‘Mika’il is more important than Jibril’
Maps: None
Caps: White, yellow, black and red
Habits of the mind: Be clear and be creative
Plenary
Completion of write up
PAIR marking
Discussion
Questioning
Bronze, silver, gold activities
Resources:
Power point
Key Vocabulary/Literacy opportunities
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
SMSC:
Misconceptions:
Lesson 8
Bell task
Green pen response to PAIR marking
Flow maps
Resources:
Power point
1. Gathering.
Describe the concept Risalah
2. Processing
Explain Muslim beliefs about pre-destination
3. Applying
Evaluate the concept of pre-destination
Learning toolbox
-Students to produce a flow map on the concept of Risalah as this concept flows through the whole of a Muslims life. Forms of Risalah need to be named, key points and how they provide guidance for humans need to be included.
-View the Muslim beliefs about pre-destination. Bronze, silver, gold activity.
Maps: Flow map
Caps: White
Habits of the mind: Be creative
Plenary
Do you believe in the concept of pre-destination?
Bronze, silver, gold task
Discussion
Questioning
Flow maps
Key Vocabulary/Literacy opportunities
Writing to explain
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
SMSC: Spiritual – exploration of Muslim beliefs about pre-destination
Misconceptions:
None
Lesson 9
1. Gathering.
Describe Muslim beliefs about life after death
2. Processing
Explain Muslim beliefs about paradise and hell and how a belief in paradise and hell could affect the life of a Muslim
3. Applying
Evaluate whether you believe in life after death
Bell task
Write down 5 words you associate with heaven and hell
Learning toolbox
-Students to view Muslim beliefs about life after death. Bronze, silver gold activity. (Circle map)
-View different images and information about paradise and hell within the Islam religion. Using the images and information students to explain beliefs about paradise and hell and how these beliefs could influence the lives of Muslims.
Maps: Circle map
Caps: White and red
Habits of the mind: Use every sense
Plenary
Do you believe in life after death? Bronze, silver, gold
Bronze, silver, gold activity
Evaluation question
Discussion
Questioning
Resources:
Power point
Key Vocabulary/Literacy opportunities
Students are writing to describe and to explain
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
SMSC:
Spiritual; exploration of Christian beliefs
Misconceptions:
None
Lesson 10
1. Gathering.
Describe the term Prophet hood and recite names of important Prophets
2. Processing
Analyze the life of Adam and why he is important to the religion
3. Applying
Evaluate quotes relating to the Prophet Adam
Bell task
Make words for the Prophet names
Learning toolbox
-Explain the term Prophet hood and the names of the Prophets students will be studying in detail: Adam, Ibrahim and Muhammad. Do students have any prior knowledge of these prophets?
-Read and annotate the life of Adam. Media clip can also be used. Discussion and questioning. Students to complete bronze, silver, gold tasks.
Maps: Bubble
Caps: White and green
Habits of the mind: Be clear and strive for accuracy
Plenary
Students to view the quotations relating to Prophet Adam. What do they mean?
Discussion
Questioning
Quote analysis
Bubble map
Bronze , silver, gold activity
Resources:
Power point
Key Vocabulary/Literacy opportunities
Students are writing to explain and are analyzing quotations
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
SMSC: Spiritual; exploration about Muslim beliefs about Adam
Misconceptions:
Link to Christian religion
Lesson 11
1. Gathering.
Describe the life of Prophet Ibrahim
2. Processing
Explain why Prophet Ibrahim is important to the Muslim religion
3. Applying
Bell task
Recall; life of Adam and why he is important
Learning toolbox
-Read the life of Ibrahim using annotations including watching the media clip. Students to produce a flow map to outline his life.
-Discussion on the importance of Ibrahim to the Muslim religion followed by bronze, silver and gold activity.
-PAIR marking question. ‘Prophet Adam is more important to the Muslim religion than the Prophet Ibrahim.’ 12 mark exam question
Maps: Flow map
Caps: White, yellow, black and red
Habits of the mind: Understand others and look at it another way
PAIR marking
Discussion
Questions
Flow map
Resources:
Power point
Key Vocabulary/Literacy opportunities
12 mark evaluation exam question
Marking Opportunity:
Red pen maintenance
PAIR marking
Recall/Homework:
Homework project
Evaluate whether the Prophet Adam or Ibrahim is more important
Plenary
Completion of PAIR marking question
SMSC: Spiritual – Muslim beliefs about Prophets
Misconceptions:
None
Lesson 12
1. Gathering.
Describe the life of the Prophet Muhammad
2. Processing
Explain why Muhammad is important
3. Applying
Evaluate which Prophet is the most important in your opinion
Bell task
Recall facts about Adam and Ibrahim
Learning toolbox
-Read the life of Muhammad and also watch relevant media clip. Annotate information and discuss misconceptions. Activity based on bronze, silver, gold criteria.
-Evaluation on the importance of Muhammad. Circle map on the importance of Muhammad.
Maps: Circle maps
Caps: White and red
Habits of the mind: Be clear and use what you’ve learned
Plenary
Students to decide which prophet they believe is the most important out of Muhammad, Ibrahim and Adam and reasons why
Recall activity
Bronze, silver, gold activity
Circle map
Evaluation question
Evaluation question
Resources:
Power point
Key Vocabulary/Literacy opportunities
Students explain a personal opinion and justify their choices
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
SMSC: Spiritual; exploration of Muslim beliefs about Muhammad
Misconceptions:
None
Lesson 13
1. Gathering.
Describe the revelation and compilation of the Qur’an
2. Processing
Explain the authority of the Qur’an
3. Applying
Bell task
Make words from the following: The Quran
Learning toolbox
-Students to study how the Qur’an was revealed and the compilation of the Qur’an. They will explain how the Qur’an was revealed and differing views on how it was compiled.
-Study the beliefs and origins of the Qur’an and what the Qur’an contains. Bronze, silver, gold activity.
Bronze, silver, gold activity
Evaluation question
Discussion
Questioning
Resources:
Power point
Key Vocabulary/Literacy opportunities
Discussion on the relevance of the Qur’an using formulated arguments
Marking Opportunity:
Evaluate why the Qur’an is an important book
-View Shari’ah law and discuss whether it can fit into the modern world as it derived around 1400 years ago. Opinion based question with criteria.
Maps: None
Caps: White and red
Habits of the mind: Persist and be clear
Plenary
Summarize why the Qur’an is an important book.
Red pen maintenance
Recall/Homework:
Homework project
SMSC: Spiritual; exploration of Muslim beliefs about the Qur’an.
Misconceptions:
None
Lesson 14
1. Gathering
Describe the other holy books within Islam
2. Processing
Explain what authority other holy books have
3. Applying
Evaluate which holy book is the most important and why
Bell task
Recall; How was the Qur’an revealed and compiled?
Learning toolbox
-Give students the fact files on the other holy books. Table to complete using the information. Feedback and discussion.
-Group task; evaluate the benefits and problems with the other holy books within Islam. Feedback and discussion. Students to add information tin green pen to their original answers.
-Question matrix activity; students to devise questions about the holy books using the matrix
Maps: Questioning matrix
Caps: White, yellow, black and red
Habits of the mind: Be clear and strive for accuracy
Plenary
Bronze, silver, gold evaluation question: Which holy book do you think is the most important and why?
Discussion
Questioning
Bronze, silver, gold activity
Question matrix
Table
Resources:
Power point
Key Vocabulary/Literacy opportunities
Students will argue the benefits and problems associated with the different holy books in Islam
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
SMSC: Spiritual; exploration of holy books within Islam
Misconceptions:
Confusion can arise when connecting the Gospels to Islam
Lesson 15
Bell task
What are the holy books within Islam task
PAIR marking
Resources:
Power point
1. Gathering.
Describe how to score full marks in GCSE RE examinations
2. Processing
Explain answers to possible exam questions
3. Applying
Evaluate completed answers to exam questions
Learning toolbox
-Guide students how to answer GCSE RE exam questions showing examples and model answers.
-Students to practice possible exam questions (PAIR marking) activity.
Maps: None
Caps: White, yellow, black and red
Habits of the mind: Be clear
Plenary
Students to assess completed answers against the mark scheme
Discussion
Questioning
Self assessment
Key Vocabulary/Literacy opportunities
Students are describing, explaining and evaluating
Marking Opportunity:
Red pen maintenance
PAIR marking
Recall/Homework:
Homework project
SMSC: Spiritual; explanation of Muslim beliefs
Moral; offering reasoned views
Misconceptions:
Will be evident following marking
Lesson 16
1. Gathering.
Describe the Five Pillars of Islam
2. Processing
Explain Shahadah Pillar 1 and how this might affect the life of a Muslim
3. Applying
Evaluate how Muslims prepare for prayer (Salah)
Bell task
Green pen response to PAIR marking task from last lesson
Learning toolbox
-What do you believe in? How does this affect your everyday life?
-Display the 5 Pillars of Islam explaining each one briefly. Bronze, silver, gold activity
-Study Pillar 1 the Muslim declaration of faith. How might this pillar affect the life of Muslim?
-View the fact file on how Muslims prepare for prayer including Wuzu. Students will explain how Muslims prepare for prayer and why they do each of these things to show their importance.
Maps: Circle map
Caps: White
Habits of the mind: Strive for accuracy
PAIR response
Bronze, silver, gold activity
Discussion
Questioning
Resources:
Power point
Key Vocabulary/Literacy opportunities
Students are writing to explain and to describe
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
SMSC: Spiritual – exploration of Muslim beliefs
Misconceptions:
Plenary
How might prayer affect the life of a Muslim?
None
Lesson 17
1. Gathering.
Describe how Muslims pray including differences between Sunni and Shi’a Muslims
2. Processing
Explain why it is important for Muslims to pray
3. Applying
Evaluate Jummah prayer
Bell task
Explain how Muslims prepare for prayer and why each action is important
Learning toolbox
-Study the Rak’ah and recitations and the differences in the ways that Muslims prayer between the two Muslim sects. Bronze, silver, gold activity
-Bubble map on the importance of prayer and the benefits of praying to Allah
-View the fact file and media clip on Jummah prayer and prayer at home. Discussion and questioning
Maps: Bubble
Caps: White and yellow
Habits of the mind: Keep learning
Plenary
Is Jummah prayer more important than prayers on other days?
Recall from last lesson
Bubble map
Discussion
Questioning
Evaluation question
Resources:
Power point
Key Vocabulary/Literacy opportunities
Rak’ah and Jummah
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
SMSC: Spiritual; exploration of Muslim practices about prayer
Misconceptions:
None
Lesson 18
1. Gathering.
Describe what Zakah is and how it is given
2. Processing
Analyze the benefits of giving and possible dangers
3. Applying
Evaluate whether the poor should help themselves
Bell task
Describe the differences between Sunni and Shi’a Muslims in their practices of prayer
Learning toolbox
-If you won a large amount of money and had to choose a charity to give this to which charity would it be and why?
-View power point which explains what Zakah is and how it is given. Bronze, silver, gold activity.
-Students in groups to devise benefits and problems with giving Zakah within bubble or circle maps. Feedback and discussion.
-12 mark exam question: ‘The poor should help themselves.’ Writing frames to be given to help with structure.
Maps: Bubble or circle
Differences bell task
Bronze, silver, gold activity
Circle or bubble maps
Feedback and discussion
12 mark exam question
Resources:
Power point
Key Vocabulary/Literacy opportunities
Students are evaluating two points of view in order to reach a conclusion
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
Caps: White, yellow, black and red
Habits of the mind: Question and problem solve
Plenary
Completion; 12 mark exam question
SMSC: Spiritual; exploration of Muslim practices with regards to the giving of alms.
Misconceptions:
None
Lesson 19
1. Gathering.
Describe the term Sawm and why it is done and the duties involved
2. Processing
Explain the benefits of Sawm
3. Applying
Evaluate whether Sawm makes Muslims better people
Bell task
Mini whiteboards – benefits and problems with giving alms
Learning toolbox
-Students will produce a fact file against a success criteria to explain a definition of sawm, what it requires, why it is done, who is exempt from fasting and a personal view on whether it is a good idea or not.
-Students in pairs to produce a bubble map to explain the benefits of fasting. Feedback and discussion. Students to add extra ideas in green pen.
Maps: Bubble
Caps: White, yellow and red
Habits of the mind: Look at it another way and be clear
Plenary
Evaluation task – bronze, silver, gold criteria on whether Sawm makes Muslims better people.
Bell task recall
Fact file
Bubble maps
Feedback and discussion
Evaluation task
Resources:
Power point
Key Vocabulary/Literacy opportunities
Key word: SAWM
Students are writing to explain and describe
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
SMSC: Spiritual; exploration of Muslim beliefs about fasting
Misconceptions:
None
Lesson 20
1. Gathering.
Describe what Muslims do when they go on pilgrimage to Makkah
2. Processing
Bell task
Sawm questions based on previous lesson to answer
Learning toolbox
-Watch media clips to show the pilgrimage to Makkah. Students to make notes during the video. Feedback and discussion.
-View the reasons why each place holds significance to Muslims on the Hajj journey. Bronze, silver, gold task.
-Notes during video
Feedback and discussion
Bronze, silver, gold activity
Resources:
Power point
Key Vocabulary/Literacy opportunities
Students are writing to explain and to describe
Marking Opportunity:
Explain the significance of the places visited on the Hajj journey
3. Applying
Evaluate how the Hajj journey influences the lives of Muslims today
-Which place do students believe is the most significant for Muslims on the pilgrimage to Makkah and why?
Maps: None
Caps: White and red
Habits of the mind: Use every sense and be creative
Plenary
How might the Hajj journey influence the lives of Muslims today?
Evaluation plenary
Red pen maintenance
Recall/Homework:
Homework project
SMSC: Spiritual; the significance of the Hajj to Muslims
Misconceptions:
Lesson 21
1. Gathering. Describe the inside and outside design of a Mosque
2. Processing
Explain what the Mosque is used for
3. Applying
Evaluate how the Mosque influences every aspect of Muslim life
Bell task View images of Mosques. Students to describe images Learning toolbox -Using the images and information students will produce a guide to a Mosque which can be understood by Y6 students. Bronze, silver, gold criteria. -Circle map on the uses of a Mosque. Feedback and discussion -Label image of a Mosque to check understanding Maps: Circle map Caps: White Habits of the mind: Be clear and use every sense Plenary B, S, G task on how the mosque influences the lives of Muslims today
Images description Bronze, silver, gold task Label exercise Circle map Discussion
Resources: Power point Key Vocabulary/Literacy opportunities Students are describing the main features of a mosque and explaining the uses of a mosque Marking Opportunity: Red pen maintenance Recall/Homework: Homework project SMSC: Spiritual; exploration of the mosque Misconceptions: None
Lesson 22
1. Gathering.
Describe the 10 Obligatory Acts of Shi’a Islam
Bell task
Questions to answer based on the themes of the Mosque
Learning toolbox
Starter questions
Bronze, silver gold tasks
Resources:
Power point
Key Vocabulary/Literacy opportunities
2. Processing
Explain Salah and Sawm from a Shi’a perspective
3. Applying
Evaluate the significance of Zakah, Khums and Hajj for Shi’a Muslims
-View the Ten Obligatory Acts of Shi’a Islam. Bronze, silver, gold activity. What do students notice about the first four?
-View the fact files on Salah and Sawm from a Shi’a perspective. Bronze, silver, gold task. What are the similarities and differences between Sunni and Shi’a practices?
Maps: None
Caps: White and red
Habits of the mind: Be clear and strive for accuracy
Plenary
Students will view the information on Zakah, Khums and Hajj. What is the purpose of Zakah for Shi’a Muslims? What is Khums? How are Sunni and Shi’a practices similar and different?
Questioning
Discussion
Evaluation plenary questions
Key words – Khums, Hajj, Zakah, Sawm and Salah
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
SMSC: Spiritual; beliefs about Shi’a Islam
Misconceptions:
None
Lesson 23 1. Gathering.
Describe the terms lesser and greater jihad
2. Processing
Explain the rules for a holy war
3. Applying
Evaluate whether it is ever right to fight in a holy war
Bell task
Recall from previous lesson
Learning toolbox
-Define greater and lesser jihad. Bronze, silver, gold activity
-View the rules for a holy war. Write within in a flow map. Use the questioning matrix to devise questions about holy wars.
-PAIR marking task: ‘It is never right to fight in a holy war.’
Maps: Questioning matrix and flow map
Caps: White, yellow, black and red
Habits of the mind: Be clear and look at it another way
Plenary
Completion of PAIR marking task
PAIR marking
Recall
Flow maps
Questioning matrix
Discussion
Resources:
Power point
Key Vocabulary/Literacy opportunities
12 mark evaluation question
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
SMSC: Spiritual; beliefs about Jihad
Misconceptions:
None
Lesson 24
Bell task
Resources:
Power point
1. Gathering.
Describe how Muslims celebrate Id ul-Fitr
2. Processing
Explain why Muslims celebrate Eid ul-Fitr
3. Applying
Evaluate whether Eid ul –Fitr is just an excuse for a big party
Green pen response. What events do you celebrate each year? What do you do?
Learning toolbox
-View the media clip and the resource which shows how Muslims celebrate Id ul-Fitr. Students will complete bronze, silver, gold task. Feedback and discussion.
-Circle or bubble map to explain why Muslims celebrate Eid.
-Students could research how Eid is celebrated in other countries such as Saudi Arabia, Turkey or Egypt and compare to the UK celebrations.
Maps: Circle or bubble
Caps: White, yellow, black and red
Habits of the mind: Look at it another way
Plenary
12 mark question; ‘Eid is just an excuse for a big party’
Green pen response
Circle or bubble map
Research task
12 mark question
Discussion
Key Vocabulary/Literacy opportunities
12 mark evaluation question
Marking Opportunity:
Red pen maintenance
Recall/Homework:
Homework project
SMSC: Moral; offering reasoned views
Misconceptions:
None