AL-ASHRAF SECONDARY SCHOOL FOR GIRLS ACADEMIC YEAR 2017-2018 YEAR 9 AQA GCSE RELIGIOUS STUDIES SCHEMES OF WORK Term 1, 2, 3 and 4 Independent Learners Creative Thinkers Reflective Learners Team Workers Self Managers Effective Participators Identify questions to answer and problems to solve. Explore issues, events or problems from different perspectives. Generate ideas and explore possibilities. Create solutions and follow ideas through. Identify and invite feedback. Deal positively with praise, setbacks and criticism to inform future progress. Collaborate and show consideration to others. Work towards common goals. Organise time and resources, prioritising resources. Show commitment / perseverance. Discuss issues of concern to seek resolution. Propose practical ways forward, breaking tasks down into manageable steps. Term 1 - Week 1& 2 - introduction to specification BELIEFS AND TEACHINGS ISLAM Content coverage Term 1 Week 3 & 4 The UNITY (oneness) of God and the supremacy of God’s will Resources • The AQA GCSE Religious Studies Student Book • Taleemul Haq Aims/learning outcomes • Understand Muslim beliefs on the concept of Tawheed (oneness of God) • To identify what is meant by the supremacy of God’s will • To explore how Muslims apply these teachings in their daily lives • To explore the effect of these beliefs on Muslims SMSC (Spiritual, moral, social & cultural development) Spiritual development is reflected by: • Exploring religious beliefs, enjoyment in learning about themselves, others and the world. • Use of imagination and creativity by reflecting on key questions of meaning Differentiation All pupils will be able to outline what is meant by the term Tawheed and supremacy of God’s will. Most pupils will be able to highlight the implications that a Muslim may face due the belief in Tawheed and supremacy of God’s will
Identify questions to answer and problems to solve. Explore issues, events or problems from different perspectives.
Generate ideas and explore possibilities. Create solutions and follow ideas through.
Identify and invite feedback. Deal positively with praise, setbacks and criticism to inform future progress.
Collaborate and show consideration to others. Work towards common goals.
Organise time and resources, prioritising resources. Show commitment / perseverance.
Discuss issues of concern to seek resolution. Propose practical ways forward, breaking tasks down into manageable steps.
Term 1 - Week 1& 2 - introduction to specification
BELIEFS AND TEACHINGS ISLAM
Content coverage Term 1 Week 3 & 4
The UNITY (oneness) of God and the supremacy of God’s
will
Resources
• The AQA GCSE Religious Studies Student Book
• Taleemul Haq
Aims/learning outcomes
• Understand Muslim beliefs on the concept of Tawheed (oneness of God)
• To identify what is meant by the supremacy of God’s will
• To explore how Muslims apply these teachings in their daily lives
• To explore the effect of these beliefs on Muslims
SMSC (Spiritual, moral, social & cultural development)
Spiritual development is reflected by:
• Exploring religious beliefs, enjoyment in learning about themselves, others and the world.
• Use of imagination and creativity by reflecting on key questions of meaning
Differentiation All pupils will be able to outline what is meant by the term Tawheed and supremacy of God’s will.
Most pupils will be able to highlight the implications that a Muslim may face due the belief in Tawheed and supremacy of God’s will
and truth.
• Showing respect and tolerance for people’s opinions and feelings.
• Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues
Moral development is reflected by:
• The right of others to hold differing views. Consideration and concern for people with differing views
• Differentiating between right and wrong. Social development is reflected by:
• Personal responsibilities and rights of being members of communities (local, national and global);
• The ability to relate to others including a range of religious, ethnic backgrounds.
• To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities.
Cultural development is reflected by :
• Respect for their own culture and that of others (culture diversity)
• Showing interest in differences in relation to culture
Some pupils will be able to evaluate the conflict between free will and Allah’s control of future events
Activities/Assessment • Starter /Discuss what is Tawhid? Tawhid
means the oneness of Allah. It is the main
part of Iman (Faith)
• Discuss and evaluate the nature of God
described in Surah 112
• Discuss why Muslim’s add the word ‘God
Cross Curricular ICT
• Researching opposing points of view English
• Speaking skills through debated discussions
• Literacy development in written assignments (Quality of written communication and SPAG)
willing’ when talking about their future
plans?
• Discuss what the word Tawheed means
to them? Are there any implications
Muslim’s face because of this belief?
• Discuss what the belief in the supremacy
of God’s will means to them? How may
this belief affect their attitude to life?
Homework 1 (20 minutes)
Research the beliefs about the oneness of God
and his supremacy:
• Between religions
• In particular what Muslims share with
Christianity
• Do you agree with any of these beliefs?
Why or why not?
• Why would people have conflicting
views?
Homework 2 (10 minutes)
Look at the 99 beautiful names of Allah. Explain
how they enhance understanding of Tawhid and
the supremacy of God’s will.
Homework 3 (10 minutes)
Create a mind map reflecting how:
• The belief in Tawheed may impact a
Muslim’s life
• The belief in the supremacy of God’s will
may impact a Muslim’s life
Homework 4 (15 minutes)
“If God controls everything, then people are not
responsible for their actions.”
Evaluate this statement. In your answer you
should:
• Refer to Muslim teaching
• Give developed arguments to support
this statement
• Give developed arguments to support a
different point of view
• Reach a justified conclusion
(12 marks)
BELIEFS AND TEACHINGS ISLAM
Content coverage Term 1 Week 5 & 6
Key beliefs of Sunni and Shi’a Islam
Resources
• The AQA GCSE Religious Studies Student Book
• Taleemul Haq
Aims/learning outcomes
• To understand the origins of Sunni and Shi’a Islam
• To identify the six articles of faith in Sunni Islam
• To identify the five roots of Usul ad Din in Shi’a Islam
• To explore the implications that these beliefs may have On the life of a Muslim
SMSC (Spiritual, moral, social & cultural development)
Spiritual development is reflected by:
• Exploring religious beliefs enjoyment in learning about themselves, others and the world.
• Use of imagination and creativity by reflecting on key questions of meaning
Differentiation All pupils will be able to outline the reason for the split between Sunni and Shi’a Muslims
Most pupils will be able to explain the Six articles of faith and Usul ad Din
and truth.
• Showing respect and tolerance for people’s opinions and feelings.
• Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues
Moral development is reflected by:
• The right of others to hold differing views. Consideration and concern for people with differing views
• Differentiating between right and wrong. Social development is reflected by:
• Personal responsibilities and rights of being members of communities (local, national and global);
• The ability to relate to others including a range of religious, ethnic backgrounds.
• To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities.
Cultural development is reflected by :
• Respect for their own culture and that of others (culture diversity)
• Showing interest in differences in relation to culture
Some pupils will be able to explain the impact the articles of faith and Usul ad Din would have on a Muslims life
Activities/Assessment Homework 1 (20 minutes) Create a diagram on the Articles of faith in Sunni Islam and the five roots of Usul ad Din in Shi’a Islam with a brief explanation Homework 2 (10 minutes)
Cross Curricular ICT
• Researching opposing points of view English
• Speaking skills through debated discussions
• Literacy development in written assignments (Quality of written communication and SPAG)
Create a mind map outlining the similarities between the articles of faith? Homework 3 (8 minutes) Explain two differences between the beliefs of Sunni Muslims and Shi’a Muslims. (4 marks)
BELIEFS AND TEACHINGS ISLAM
Content coverage Term 1 Week 7 Term 2 Week 1
The nature of God
Resources
• The AQA GCSE Religious Studies Student Book
• Taleemul Haq Aims/learning outcomes
• To identify Muslims beliefs about the
nature of God. (Omnipotence, beneficence, mercy, fairness and justice (Adalat in Shi’a Islam), including different ideas about God’s relationship with the world: immanence and transcendence.
SMSC (Spiritual, moral, social & cultural development)
Spiritual development is reflected by:
• Exploring religious beliefs enjoyment in learning about themselves, others and the world.
• Use of imagination and creativity by reflecting on key questions of meaning
Differentiation All pupils will be able to outline Muslim beliefs about the nature of God
Most pupils will be able to explain what is meant by immanent and transcendent
and truth.
• Showing respect and tolerance for people’s opinions and feelings.
• Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues
Moral development is reflected by:
• The right of others to hold differing views. Consideration and concern for people with differing views
• Differentiating between right and wrong. Social development is reflected by:
• Personal responsibilities and rights of being members of communities (local, national and global);
• The ability to relate to others including a range of religious, ethnic backgrounds.
• To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities.
Cultural development is reflected by :
• Respect for their own culture and that of others (culture diversity)
• Showing interest in differences in relation to culture
Some pupils will be able to evaluate why Muslim beliefs about the nature of God may pose problems for some
Activities/Assessment • Brainstorm words that can be used to
describe God
Homework 1 (20 minutes)
Explore Surah 1, 4 and 112 then match the
opinions about God to the one of the reasons
given for each one. Develop the reason given, and
Cross Curricular ICT
• Researching opposing points of view English
• Speaking skills through debated discussions
• Literacy development in written assignments (Quality of written communication and SPAG)
explain why it supports the opinion stated. Also
mention whether these are good reasons for the
opinion stated Opinions
• It is obvious that there must be a God.
• Muslims cannot believe that God is all-forgiving.
• There is no God.
• God cannot be described.
Reasons
Because:
• God created the world. There would be no world if God did not exist.
• Muslims believe that evil doers are punished in hell.
• There is evil and suffering.
• God is not like anything else.
Homework 2 (10 minutes) Explain how the belief in God being omnipotent, beneficent, merciful, fairness and in the justice affect people’s attitude towards suffering in life?
Homework 3 (15 minutes) “God cannot be both immanent and
transcendent.”
Evaluate this statement. In your answer you
should:
• Refer to Muslim teaching
• Give developed arguments to support
this statement
• Give developed arguments to support a
different point of view
• Reach a justified conclusion
(12 marks)
BELIEFS AND TEACHINGS ISLAM
Content coverage TERM 2 Week 2
Angels
Resources
• The AQA GCSE Religious Studies Student Book
• Taleemul Haq
Aims/learning outcomes
• To understand Muslim beliefs about Angels
• To identify the most prominent Angels
• To identify the nature of Angels
• To identify the roles of the most prominent Angels
• To explain how the belief in Angels affects the lives of Muslims.
•
SMSC (Spiritual, moral, social & cultural development)
Spiritual development is reflected by:
• Exploring religious beliefs enjoyment in learning about themselves, others and the world.
• Use of imagination and creativity by reflecting on key questions of meaning
Differentiation All pupils will be able to outline the role of Angels
Most pupils will be able to explain the nature of Angels
and truth.
• Showing respect and tolerance for people’s opinions and feelings.
• Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues
Moral development is reflected by:
• The right of others to hold differing views. Consideration and concern for people with differing views
• Differentiating between right and wrong. Social development is reflected by:
• Personal responsibilities and rights of being members of communities (local, national and global);
• The ability to relate to others including a range of religious, ethnic backgrounds.
• To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities.
Cultural development is reflected by :
• Respect for their own culture and that of others (culture diversity)
• Showing interest in differences in relation to culture
Some pupils will be able to evaluate the importance of Angels
Activities/Assessment • Discuss how they would feel if everything they did (words, thoughts and actions) throughout the day was videoed by someone they respected. List advantages and disadvantages. Is this any different to Angels recording out actions?
Cross Curricular ICT
• Researching opposing points of view English
• Speaking skills through debated discussions
• Literacy development in written assignments (Quality of written communication and SPAG)
Homework 1 (10 minutes) Find out Christian beliefs about Mika’il (Michael) the archangel. How are the similar or different to Muslim beliefs? Homework 2 (10minutes) Look up the visit of the angels to Ibrahim in the Qur’an 51:26-28. What made Ibrahim suspicious of his visitor? Homework 3 (20 minutes) To create a job advert for any one Angel. In the advert they need to include the key qualities required, what the working patterns are, who and what they are responsible to and for and any other relevant bits of information. Homework 4 (8 minutes) Explain two Muslim teachings about Angels. Refer to scripture or sacred writings in your answer. (5 marks)
BELIEFS AND TEACHINGS ISLAM
Content coverage Term 2 Week 3 & 4
Predestination
Resources
Aims/learning outcomes
• To understand Muslim beliefs about predestination and human freedom
• To identify the difference between predestination and human freedom
• To explore how these beliefs relate to the day of judgment
• To identify the impact of these beliefs on a Muslim
• The AQA GCSE Religious Studies Student Book
• Taleemul Haq
SMSC (Spiritual, moral, social & cultural development)
Spiritual development is reflected by:
• Exploring religious beliefs enjoyment in learning about themselves, others and the world.
• Use of imagination and creativity by reflecting on key questions of meaning
Differentiation All pupils will be able to outline what is meant by predestination and human freedom
Most pupils will be able to explain the implications of these on the everyday life of a Muslim
and truth.
• Showing respect and tolerance for people’s opinions and feelings.
• Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues
Moral development is reflected by:
• The right of others to hold differing views. Consideration and concern for people with differing views
• Differentiating between right and wrong. Social development is reflected by:
• Personal responsibilities and rights of being members of communities (local, national and global);
• The ability to relate to others including a range of religious, ethnic backgrounds.
• To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities.
Cultural development is reflected by :
• Respect for their own culture and that of others (culture diversity)
• Showing interest in differences in relation to culture
Some pupils will be able to evaluate the conflict between Al Qadr and human freedom
Activities/Assessment • Brainstorm some of the choices they
have made yesterday or before coming
to school today. This could include
waking up, getting the bus to school,
attending lesson etc. Discuss if they
would change any of the choices they
had made and why?
• Discuss and Explore the possible
Cross Curricular ICT
• Researching opposing points of view English
• Speaking skills through debated discussions
• Literacy development in written assignments (Quality of written communication and SPAG)
consequences of some of the choices and
actions one may make even though we
have free will.
• Discuss how they may respond to the
following scenarios. How would a Muslim
react to them? Death of a loved one, a natural disaster, winning
a race, passing exams etc. (Students should be
encouraged to think about all aspects being
determined by Allah.)
Homework 1 (15 minutes)
Create a mind map highlighting hoe the belief of
free will and predestination and how it relates to
the day of judgment.
Homework 2 (15 minutes)
“Predestination means that humans have no freedom.” Evaluate this statement. In your answer you
should:
• Refer to Muslim teaching
• Give developed arguments to support
this statement
• Give developed arguments to support a
different point of view
• Reach a justified conclusion
(12 marks)
Term 2 Week 5 - Assessment
BELIEFS AND TEACHINGS
Content coverage Term 2
1.6 Life after death
Resources
ISLAM Week 6 & 7 • The AQA GCSE Religious Studies Student Book
• Taleemul Haq
Aims/learning outcomes
• To identify Muslim beliefs about life after death
• To understand how this belief may affect the way a Muslim lives his life
• To identify Islamic teachings on Heaven and Hell
• To explore the importance of the belief in life after death
SMSC (Spiritual, moral, social & cultural development)
Spiritual development is reflected by:
• Exploring religious beliefs enjoyment in learning about themselves, others and the world.
• Use of imagination and creativity by reflecting on key questions of meaning
Differentiation All pupils will be able to consider Muslim beliefs about life after death
Most pupils will be able to explain the importance of human responsibility and accountability
and truth.
• Showing respect and tolerance for people’s opinions and feelings.
• Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues
Moral development is reflected by:
• The right of others to hold differing views. Consideration and concern for people with differing views
• Differentiating between right and wrong. Social development is reflected by:
• Personal responsibilities and rights of being members of communities (local, national and global);
• The ability to relate to others including a range of religious, ethnic backgrounds.
• To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities.
Cultural development is reflected by :
• Respect for their own culture and that of others (culture diversity)
• Showing interest in differences in relation to culture
Some pupils will be able to evaluate if god can be both merciful and a judge who punishes?
Activities/Assessment
• Discuss some of their personal experiences (if they have lost a family member) of what happens at a Muslim funeral
• Brainstorm the following statement “if there is no life after death there is no point living a good life”
Cross Curricular ICT
• Researching opposing points of view English
• Speaking skills through debated discussions
• Literacy development in written assignments (Quality of written communication and SPAG)
(Need to include different points of view and must refer to Muslim beliefs and teachings)
• Discuss the evidence that could be used in support of a belief in life after death and the reasons people could give for not believing in life after death.
Homework 1 (8 minutes) Explain two Muslim teachings about life after death. Refer to scripture or sacred writings in your answer. (5 marks)
BELIEFS AND TEACHINGS ISLAM
Content coverage Term 3 Week 1, 2 & 3
1.7 prophethood and Adam 1.8 Ibrahim
Resources
• The AQA GCSE Religious Studies Student Book
• Taleemul Haq
Aims/learning outcomes
• To understand the concept of Prophethood (Risalah)
• To identify the role and importance of Adam, Ibrahim and Muhammad as a Prophet.
• To identify ways in which Muslim remember Ibrahim through their actions
SMSC (Spiritual, moral, social & cultural development)
Spiritual development is reflected by:
• Exploring religious beliefs enjoyment in learning about themselves, others and
Differentiation All pupils will be able to outline Muslim beliefs about Prophethood
the world.
• Use of imagination and creativity by reflecting on key questions of meaning and truth.
• Showing respect and tolerance for people’s opinions and feelings.
• Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues
Moral development is reflected by:
• The right of others to hold differing views. Consideration and concern for people with differing views
• Differentiating between right and wrong. Social development is reflected by:
• Personal responsibilities and rights of being members of communities (local, national and global);
• The ability to relate to others including a range of religious, ethnic backgrounds.
• To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities.
Cultural development is reflected by :
• Respect for their own culture and that of others (culture diversity)
• Showing interest in differences in relation to culture
Most pupils will be able to explain the need for Prophets Adam, Ibrahim and Muhammad
Some pupils will be able to evaluate if Prophets make good role models
Activities/Assessment
• Discuss what qualities would a person need to be called a Prophethood
• Discuss the importance of good role
Cross Curricular ICT
• Researching opposing points of view English
models and who they look up unto as a good role model and why?
• Divide the class into three groups. They must create a PowerPoint on Adam Ibrahim and Muhammad, and give a class presentation. They must include references from the Quran on how the prophets are presented
• Discuss Key questions: How did the prophets get their message? What was the message? What did the prophets do with their message? Were prophets special people? Are there any prophets today?
Homework 1 (30 minutes) Complete activities 1 to 5 from textbook page 23 Homework 2 Explain two ways in which Muslims remember Ibrahim. (4 marks)
• Speaking skills through debated discussions
• Literacy development in written assignments (Quality of written communication and SPAG)
BELIEFS AND TEACHINGS Content coverage Muhammad and the Resources
ISLAM
Term 3 Week 4,5,6
Immaate
• The AQA GCSE Religious Studies Student Book
• Taleemul Haq
Aims/learning outcomes
• To explore the key events in the life of Muhammad
• To understand the importance of Muhammad for Muslims
• To understand the role and significance of Imamate
SMSC (Spiritual, moral, social & cultural development)
Spiritual development is reflected by:
• Exploring religious beliefs enjoyment in learning about themselves, others and the world.
• Use of imagination and creativity by reflecting on key questions of meaning
Differentiation All pupils will be able to outline key facts of the Prophet Muhammad
Most pupils will be able to explain why Muhammad is termed as the seal of prophets
and truth.
• Showing respect and tolerance for people’s opinions and feelings.
• Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues
Moral development is reflected by:
• The right of others to hold differing views. Consideration and concern for people with differing views
• Differentiating between right and wrong. Social development is reflected by:
• Personal responsibilities and rights of being members of communities (local, national and global);
• The ability to relate to others including a range of religious, ethnic backgrounds.
• To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities.
Cultural development is reflected by :
• Respect for their own culture and that of others (culture diversity)
• Showing interest in differences in relation to culture
Some pupils will be able to evaluate the importance of Imamate for Shi’a Muslims
Activities/Assessment
• Discuss what happened in 610 CE that changed the life of Muhammad
• Discuss the main teachings of the prophet Muhammad
• Discuss what led to the Imamate being formed
Cross Curricular ICT
• Researching opposing points of view English
• Speaking skills through debated discussions
• Literacy development in written assignments (Quality of written communication and SPAG)
Homework 1 (15 minutes)
“For Muslims, Muhammad is the best example to follow.” Evaluate this statement. In your answer you
should:
• Refer to Muslim teaching
• Give developed arguments to support
this statement
• Give developed arguments to support a
different point of view
• Reach a justified conclusion
(12 marks)
BELIEFS AND TEACHINGS ISLAM
Content coverage Term 4 Week 1
1.10 The Holy books in Islam
Resources
• The AQA GCSE Religious Studies Student Book
• Taleemul Haq
Aims/learning outcomes
• To understand how the Qur’an was revealed
• To identify the importance and the authority of the Qur’an in Islam
• To identify the prominent Holy books
•
SMSC (Spiritual, moral, social & cultural development)
Spiritual development is reflected by:
• Exploring religious beliefs enjoyment in learning about themselves, others and
Differentiation All pupils will be able to outline the most prominent Holy books
the world.
• Use of imagination and creativity by reflecting on key questions of meaning and truth.
• Showing respect and tolerance for people’s opinions and feelings.
• Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues
Moral development is reflected by:
• The right of others to hold differing views. Consideration and concern for people with differing views
• Differentiating between right and wrong. Social development is reflected by:
• Personal responsibilities and rights of being members of communities (local, national and global);
• The ability to relate to others including a range of religious, ethnic backgrounds.
• To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities.
Cultural development is reflected by :
• Respect for their own culture and that of others (culture diversity)
• Showing interest in differences in relation to culture
Most pupils will be able to explain the need to have an official version of the Qur’an
Some pupils will be able to evaluate why the Qur’an has more authority than other Holy books in Islam
Activities/Assessment
• Discuss the first experience of Prophet Muhammad on receiving revelation
• Discuss how the Qur’an was compiled into a book form
Cross Curricular ICT
• Researching opposing points of view English
Homework 1 (15 minutes) “All Holy books should be treated with the same respect and therefore should hold the same authority.” Evaluate this statement. In your answer you
should:
• Refer to Muslim teaching
• Give developed arguments to support
this statement
• Give developed arguments to support a
different point of view
• Reach a justified conclusion
(12 marks)
• Speaking skills through debated discussions
• Literacy development in written assignments (Quality of written communication and SPAG)
WEEK 2 - ASSESMENT
BELIEFS AND TEACHINGS ISLAM
Content coverage Week 3
The Five Pillars, the Ten Obligatory Acts and the
Shahadah
Resources
• The AQA GCSE Religious Studies Student Book
Aims/learning outcomes
• To identify the Five Pillars of Islam
• To identify the Ten Obligatory Acts
• To understand the importance of Shahadah
• Taleemul Haq
SMSC (Spiritual, moral, social & cultural development)
Spiritual development is reflected by:
• Exploring religious beliefs enjoyment in learning about themselves, others and the world.
• Use of imagination and creativity by reflecting on key questions of meaning
Differentiation All pupils will be able to outline the Five Pillars and the ten Obligatory Acts.
Most pupils will be able to explain what is meant by Shahadah.
and truth.
• Showing respect and tolerance for people’s opinions and feelings.
• Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues
Moral development is reflected by:
• The right of others to hold differing views. Consideration and concern for people with differing views
• Differentiating between right and wrong. Social development is reflected by:
• Personal responsibilities and rights of being members of communities (local, national and global);
• The ability to relate to others including a range of religious, ethnic backgrounds.
• To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities.
Cultural development is reflected by:
• Respect for their own culture and that of others (culture diversity)
• Showing interest in differences in relation to culture
Some pupils will be able to evaluate how the Shahadah impacts a Muslim’s life.
Activities/Assessment Discuss – if any of the acts are more important
than the others and why?
Discuss – how the Ten Obligatory Acts differ from
the Five Pillars.
Homework 1 (45 minutes)
“The Shahadah is the most important Pillar of
Cross Curricular ICT
• Researching opposing points of view English
• Speaking skills through debated discussions
• Literacy development in written assignments (Quality of written communication and SPAG)
Islam.” Evaluate this statement. In your answer, you
should:
• Refer to Muslim teaching
• Give developed arguments to support
this statement
• Give developed arguments to support a
different point of view
• Reach a justified conclusion
(12 marks)
BELIEFS AND TEACHINGS ISLAM
Content coverage Week 4
Salah; the daily Prayers (1) Resources
• The AQA GCSE Religious Studies Student Book
• Taleemul Haq
Aims/learning outcomes
• To identify when Muslims pray and how they prepare for prayer.
• To understand the importance of facing Makkah when praying
• To identify how prayer is offered in the Mosque
SMSC (Spiritual, moral, social & cultural development)
Spiritual development is reflected by:
• Exploring religious beliefs enjoyment in learning about themselves, others and the world.
• Use of imagination and creativity by reflecting on key questions of meaning
Differentiation All pupils will be able to outline the times of Prayer
Most pupils will be able to explain how Muslims prepare for Salah
and truth.
• Showing respect and tolerance for people’s opinions and feelings.
• Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues
Moral development is reflected by:
• The right of others to hold differing views. Consideration and concern for people with differing views
• Differentiating between right and wrong. Social development is reflected by:
• Personal responsibilities and rights of being members of communities (local, national and global);
• The ability to relate to others including a range of religious, ethnic backgrounds.
• To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities.
Cultural development is reflected by :
• Respect for their own culture and that of others (culture diversity)
• Showing interest in differences in relation to culture
Some pupils will be able to compare the daily act of Prayer for Muslims, with Christian forms of worship.
Activities/Assessment Discuss - the benefits you think Muslims would get from regular Prayer Research – Search for a mobile phone app that tells the times for Prayer. Copy out any of the reviews users that has posted. Homework 1 (8 minutes)
Cross Curricular ICT
• Researching opposing points of view English
• Speaking skills through debated discussions
• Literacy development in written assignments (Quality of written communication and SPAG)
Explain two contrasting understanding of Salah (4 marks)
BELIEFS AND TEACHINGS ISLAM
Content coverage Week 5
Salah; the daily Prayers (2)
Resources
• The AQA GCSE Religious Studies Student Book
• Taleemul Haq
Aims/learning outcomes
• To identify how Salah is practiced (movements and recitations used in prayer)
• To understand the difference of Jummah Prayer
• To understand the importance of Salah for Muslims
SMSC (Spiritual, moral, social & cultural development)
Spiritual development is reflected by:
• Exploring religious beliefs enjoyment in learning about themselves, others and the world.
• Use of imagination and creativity by reflecting on key questions of meaning
Differentiation All pupils will be able to demonstrate the different movements in Salah
Most pupils will be able to explain what is meant by Jummah Salah
and truth.
• Showing respect and tolerance for people’s opinions and feelings.
• Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues
Moral development is reflected by:
• The right of others to hold differing views. Consideration and concern for people with differing views
• Differentiating between right and wrong. Social development is reflected by:
• Personal responsibilities and rights of being members of communities (local, national and global);
• The ability to relate to others including a range of religious, ethnic backgrounds.
• To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities.
Cultural development is reflected by :
• Respect for their own culture and that of others (culture diversity)
• Showing interest in differences in relation to culture
Some pupils will be able to evaluate if Prayer can change anything
Activities/Assessment Discuss – if having a set sequence for Prayer is a good idea? Discuss – if it is better to read at home or in the Mosque
Homework 1 (45 minutes)
Cross Curricular ICT
• Researching opposing points of view English
• Speaking skills through debated discussions
• Literacy development in written assignments (Quality of written communication and SPAG)
‘The best way for Muslims to understand God is to practise Salah.’
Evaluate this statement. In your answer, you
should:
• Refer to Muslim teaching
• Give developed arguments to support
this statement
• Give developed arguments to support a
different point of view
• Reach a justified conclusion
(12 marks)
BELIEFS AND TEACHINGS ISLAM
Content coverage Week 6
Sawm: Fasting during Ramadan
Resources
• The AQA GCSE Religious Studies Student Book
• Taleemul Haq
Aims/learning outcomes
• To identify the origins and duties of Ramadan
• To understand the benefits of Fasting
• To identify the exceptions of Fasting during Ramadan
• To understand the importance of the night of power
SMSC (Spiritual, moral, social & cultural development)
Spiritual development is reflected by:
• Exploring religious beliefs enjoyment in learning about themselves, others and
Differentiation All pupils will be able to explain the purpose of Fasting
the world.
• Use of imagination and creativity by reflecting on key questions of meaning and truth.
• Showing respect and tolerance for people’s opinions and feelings.
• Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues
Moral development is reflected by:
• The right of others to hold differing views. Consideration and concern for people with differing views
• Differentiating between right and wrong. Social development is reflected by:
• Personal responsibilities and rights of being members of communities (local, national and global);
• The ability to relate to others including a range of religious, ethnic backgrounds.
• To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities.
Cultural development is reflected by :
• Respect for their own culture and that of others (culture diversity)
• Showing interest in differences in relation to culture
Most pupils will be able to outline whom is excused from Fasting in Ramadan
Some pupils will be able to evaluate if there are any disadvantages of Fasting
Activities/Assessment Discuss – Why the Qur’an Is major focus in the observance of Ramadan Discuss – The rules Muslims must obey to ensure they fast properly
Cross Curricular ICT
• Researching opposing points of view English
Discuss – If Fasting helps Muslims to focus on the poor Discuss – If the poor should also be excused from Fasting in Ramadan
Homework 1 (45 minutes)
‘ It is easier to observe Ramadan in a Muslim country than it is in the UK.’
Evaluate this statement. In your answer, you
should:
• Refer to Muslim teaching
• Give developed arguments to support
this statement
• Give developed arguments to support a
different point of view
• Reach a justified conclusion
(12 marks)
• Speaking skills through debated discussions
• Literacy development in written assignments (Quality of written communication and SPAG)
