Awareness, Mystery and Value (AMV) 2011:

Key Stage 2 Unit 10: What does it mean to belong to a religion? ISLAM [B, D & E]This unit explores aspects of festivals, celebrations, practices and communities and the beliefs to which they relate

About this exampleThis example is intended to provide a set of learning activities for a Year 5 or 6 class. It could be used in RE lessons or as part of a ‘creative curriculum’ approach.

It was written by Sue Thompson, AST andY5 teacher at Elmlea Junior School, Bristol and Katy Staples (advisor to Bristol SACRE)

Where the example fits into the new primary curriculumThis example may be used as a ‘stand-alone’ sequence of learning within a discrete unit of learning for RE or there may be cross-curricular links.

Essentials for learning and life. This sample scheme will support pupils to learn how to listen attentively, talk clearly and confidently about their thoughts, opinions and ideas (Literacy), investigate and communicate (learning and thinking skills) and work collaboratively towards common goals (social skills).

Prior LearningPupils will have some experience of and practice at being able to put forward a point of view and say why things are important, giving reasons.

In addition pupils will have explored what it means to belong to another faith group. They will have explored questions of identity and feelings through PHSE.

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Featured Religions / Beliefs Areas of EnquiryHinduism AT 1: Learning ABOUT religion and belief AT 2: Learning FROM religion and belief

A. Beliefs, teachings and sources D. Identity and belonging

B. Practices and ways of life E. Meaning, purpose and truth

C. Forms of expression F. Values and commitments

Key Question: What does it mean to belong to a religion?Supplementary Questionsa) How do members of this faith celebrate and live out their beliefs in:

i the journey of life? ii their main festivals and practices? iii their faith communities?iv the wider world?

b) Within the different groups of this faith what are the most important similarities and key differences? Why do they differ? How do they seek to work together?

ResourcesThe following texts and e-resources have been used for the sample learning activities below. Teachers are, of course, free to vary the resources suggested here to suit their pupils. Words of ShahadahDVD Pathways of Belief – Islam, Hinduism, Sikhism and teacher’s notes and resource pack. Pictures of The 5 pillars of Islam e.g. Pictorial charts Educational Trust, Developing Primary RE: Symbols of Faith, edited by Joyce Mackley, poster of Allah’s beautiful names, prayer mat, words of the Adhan, Islamic Stories by Anita Ganeri, Exploring Worship edited by Joyce Mackley, Faith Stories edited by Joyce Mackley, Opening up Islam (RE Today Services) editor – Joyce Mackley Opening up Creativity (RE Today services) edited by Fiona Mosswww.woodlands-junior.kent.sch.uk www.pcfre.org.uk/db

www.mcb.org.uk/booksforschools www.bbc.co.uk/learningzone/clips (Available to borrow from All Saints Centre, Bristol)

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Learning Outside the ClassroomPupils could have had the opportunity to visit a mosque. If this isn’t possible someone who is a Muslim could come to the classroom.

Expectations: ‘B, D & E’ are the focus areas of enquiry identified on the previous pageBy the end of this sequence of learning:All pupils: Most pupils (majority class expectation): Some pupils:B3 describe some of the things that are the same and different for religious people.

D3 compare some of the things that influence me with those that influence other people.

E3 ask important questions about life and compare my ideas with those of other people.

B4 use the right religious words to describe and compare what practices and experiences may be involved in belonging to different religious groups.

D4 ask questions about who we are and where we belong, and suggest answers which refer to people who have inspired and influenced myself and others. E4 ask questions about the meaning and purpose of life, and suggest a range of answers which might be given by me as well as members of different religious groups or individuals.

B5 describe why people belong to religions and explain how similarities and differences within and between religions can make a difference to the lives of individuals and communities.

D5 give my own and others’ views on questions about who we are and where we belong and on the challenges of belonging to a religion and explain what inspires and influences me.

E5 ask questions about the meaning and purpose of life and suggest answers which relate to the search for truth and my own and others’ lives.

These statements are taken from the ‘Can-do’ levels published on the AMV website at: http://amv.somerset.gov.uk/syllabus/standards-and-assessment/

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Key Question: What does it mean to belong to a religion? ISLAMLearning objectives

and questionsSuggested activities for teaching and learning Outcomes References, points to note,

resources

Lesson 1 Pupils will: explore the basic

beliefs of Islam

understand the importance of Allah to Muslims and some of his characteristics

Question:What is Islam?

Set up 5 or 6 stations in the room with one picture or artefact in each one, e.g. Qur’an, picture of mosque, prayer shawl, prayer beads, Muslim pupils in various places doing ordinary things, festivals, ceremonies etc.ACTIVITY 1:Ask pupils to pose 3 questions they would like to ask from each station (in pairs). Put two pairs together to compare and select best question. Record questions.Talk with pupils about their questions and answer some as appropriate.

Introduce the module on Islam. Clarify the terms Islam (the religion) and Muslims (the followers of Islam).

Show pupils a copy of the Shahadah ‘There is no god but Allah and Muhammad is his messenger’ and explain that this is the key expression of Islamic belief. (It is known as the first pillar).Watch DVD programme 1 (stop before The Qur’an section).Discuss the elephant story – drawing out the message that Muslims believe that nobody has a complete picture of Allah.

PLENARY:Ask pupils to discuss in pairs and then feedback ideas on: what I now know about Islam why the elephant story is helpful to Muslims to explain

beliefs about God

(Alternative 1st lesson)Using the ideas from Opening Up Creativity p15, start with the Adhan (call to prayer) and maybe have a “guided fantasy” about “My Beautiful Message”.

Pupils: pose questions about

Islamic artefacts

understand that Muslims believe in Allah (Arabic and Islamic name for “The One True God”) and that Muhammad is his messenger

Key vocabulary:MuslimIslamAllahShahadahMuhammadCreator providerTawhidProphetQur’an

Words of Shahadah

DVD Pathways of Belief – Islam, Hinduism, Sikhism and teacher’s notes and resource pack.

Opening up Creativity edited by Fiona Moss

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Lesson 2 Pupils will: explore the 99

“Beautiful names” of Allah

Question:Why do Muslims have 99 “Beautiful names” for Allah?

(BEFORE THIS LESSON Ask pupils to find out the meaning of their name)Talk with pupils about the meanings of their own name and whether their name describes what they are like. Discuss nicknames and how they often describe characteristics – sometimes in a nice way, sometimes in a hurtful way

1st ACTIVITY:Pupils write their name on a piece of paper, pass it round 5 times and other pupils write on it the positive qualities that the person has. Return the paper to the named pupil for reading.Draw out that the statements are about each person and the qualities he/she hasTell pupils that Muslims describe Allah as having certain qualities. (Teachers may wish to recap on the “Elephant” story here)Explain that the Qur’an uses 99 names for GodShow poster

ACTIVITY 2: Choose a selection of names for Allah and produce a symbol for each one that expresses that special quality. (See resource pack for an activity sheet if needed or)

PLENARY: Some pupils show and talk about a symbol they have drawn, saying why they chose it and whether they think it would help Muslims to understand more about Allah.

After each group has fed back, discuss how their symbol might affect a person who reflected on it

Pupils: can describe some of the

“Beautiful Names” Muslims have for Allah and explain how someone may be influenced by reflecting on these names

refer to these names and can give their own response to Muslim belief about God

Poster of Allah’s “beautiful names”

DVD Pathways of Belief – Islam, Hinduism, Sikhism resource pack

Opening up Islam edited by Joyce Mackley

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Lesson 3

Pupils will: be familiar with the

five pillars of Islam

understand that the purpose of the 5 pillars is to help Muslims to be caring members of their community

Question:How do the 5 pillars guide a Muslim’s life?

What “pillars” do I have that support my own life?

Ask pupils to talk in pairs about the types of principles that guide their own lives (start with general principles in the home the neighbourhood to school and as a citizen)Ask questions to elicit answers about the need for basic principles on which people build their lives. Questions such as the following could be used:

How do people give thanks for the good things they enjoy?Do you thank your parents and others?Do people need to care for others?What are some ways that people can help out others?Should people be made to give?

Discuss what is the function of a pillarShow poster or pictures of the five pillars of Islam. Introduce the key question

ACTIVITY:Give pupils in groups of 4 a diagram of the five pillars. Each pillar needs to be wide enough to enable pupils to stick on the 40 “bricks” on pages 26 – 28 of “Opening Up Islam” (statements written by young Muslims aged 7-14)Differentiation – some groups may be given just 20 statements (those with less text) – but still 4 for each pillar.The pupils sort the statements to match the 5 pillars (8 statements or 4 statements) for each pillar depending in ability)

MINI PLENARY 1: What do Muslims believe? How and why do they pray, fast, give to charity and go on pilgrimage?

MINI PLENARY 2:The five pillars have different time scales – every moment, 5 times a day, when their money comes in, one month a year and once in a lifetime.Using the sheet on the top of p29 (Opening up Islam) ask pupils to compare Muslim intentions for life and their own.

Pupils: can describe the 5 pillars

of Islam and know that they are central to Islam

understand that just as pillars hold up the roof of a building, the 5 pillars support a stable life for Muslims and are an integral part of their life as they give strength and shape

reflect on some of the important principles (pillars) that support their own lives and apply ideas like duty, intention, determination or belief to Muslim ways of life and to their own way of life

Key vocabulary:Five pillarsShadahah (key belief)Salah (prayer)Zakah (charity)Sawm – (fasting in the month of Ramadan)Hajj (pilgrimage to Mecca)

Books for schools (B4S) resources for teaching Islam at KS2. Resources for this lesson are taken from: Prayer, Fasting and Id-ul-Fitrewww.mcb.org.uk/booksforschools(This is produced by the Muslim Council of Britain and has been offered to Bristol schools for no cost)Background information (pages 1-2 is helpful)Opening up Islam (RE Today Services) edited by Joyce Mackley p25-29

Pictures of The 5 pillars of Islam e.g. Pictorial charts Educational Trust

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Lesson 4Pupils will: know that Muslims

believe that Muhammad was chosen by Allah to receive his message for the world

know some of the values taught by Muhammad

understand the effect of his life on Muslims

Questions:Why do Muslims believe that Muhammad was chosen by Allah to be his messenger?

How did Muhammad respond to Allah’s message?

Read the story of the birth of Muhammad Discuss how his mother knew he was special, the strange phenomena at the time of his birth etc.Watch part of DVD (Pathways of Belief), section on Muhammad, but stop after cave experience.Discuss feelings of Muhammad (see notes).Continue DVDDiscuss why Muhammad’s face and body aren’t shown in the programme. (Worshipping of images is forbidden.)

If unable to use the DVD, the life of Muhammad may be told using stories e.g. from Islamic Stories by Anita Ganeri

ACTIVITY:Write a newspaper report on the birth of Muhammad (Literacy Link)orWrite a newspaper report on The RevelationorMake a storyboard of the events of Muhammad’s life (remembering…no pictures of Muhammad)orFind a series of pictures of events from the life of Muhammad and match them to a set of captions

PLENARY:Discuss with pupils how they would respond if they were asked to carry out a difficult task.

Pupils: understand the

importance of Muhammad to Muslims

can identify some of Muhammad’s values and commitments

reflect on their own values and whether they would be prepared to carry out a difficult task

Key vocabulary:Muslim, Allah, Islam, Qur’an, Muhammad, revelation, prophet, images, angel, Jibril

Islamic Stories Anita Ganeri

Information for teachers can be found on:www.woodlands-junior.kent.sch.uk

Prepared set of pictures and captions

Pathways of Belief DVD (Islam, Hinduism and Sikhism) programme 1 and teacher’s notes and accompanying resource packorwww.bbc.co.uk/learningzone/clips 313 or 315DVD animated World Faiths and teachers’ notes Channel 4 Learning is another suitable resource

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Lesson 5

Pupils will: begin to know some

of the content and themes of the Qur’an

understand that for Muslims, the Qur’an is a book of guidance for life

Question:What is to be found in the Qur’an and why is the book important to Muslims?

Introduce the activity by asking pupils to discuss with a partner their expectation of a “holy book”.Draw attention to:

What it would contain and why What would be its purpose What it would have to do with God

Show a copy of The Qur’an and talk about how it should be handled ACTIVITY 1: (Group work)Give a series of pictures or cards of some of the common themes contained in the Qur’an. (recommended – the cards from Books for Schools from the booklet Introducing the Qur’an).Examples could include washing, praying, copy of Shahadah, “no food” sign, animals, someone helping someone else etc.Pupils should say what they think all the pictures have in common.Take feedback and explain their commonality as necessaryACTIVITY 2: (Group work)Give each group a copy of some verses from the Qur’an and ask if they can match them to their pictures. Then rotate between groups, looking at the pictures and matching the versesACTIVITY 3: (Individual work)Give the pupils a set of Qur’an similes and ask them to complete sentences: For a Muslim, the Qur’an might be like a lighthouse because…For a Muslim, the Qur’an might be like a teacher because…ACTIVITY 4: (Individual or partner work)Ask pupils to identify things or people that help them in the way that the Qur’an helps Muslims. E.g.Who is like a lighthouse to you?What helps you to get through stormy times?What do you know that is deep and worth exploring?PLENARY:Watch the section on The Qur’an on BBC DVD (Pathways)

Pupils: know the topics found in

the Qur’an, such as guidance, rules, history, nature and the universe

explain what makes the Qur’an a holy book for Muslims

identify what helps them in the way the Qur’an helps Muslims

Key vocabulary:Qu’ranSacredRevelationMuhammadAllahRespect

NOTE FOR TEACHERSThe Qur’an should be handled with clean hands and never placed on the floor.It is written in Arabic

Qur’an and stand

Opening up Islamp 14-19 (RE Today Services) edited by Joyce Mackley

Books for schools Introducing the Qur’an

Pathways of Belief DVD Programme 1

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Lesson 6

Pupils will: know what the five

daily Salah (prayers) are and that they are a central part of a Muslim’s life

know that Muslims can offer Salah in any place, not only in a mosque

Question:

Why and how do Muslims pray?

Introduce the lesson with a discussion on the following areas:Why do people need quiet times during the day?Where would they go & how would they spend the quiet time? Would they speak to a special person?Then ask the pupils to imagine a busy Muslim hearing the Adhan telling them it’s time to pray. Play the Adhan (call to worship), and show the words.

ACTIVITY 1:Watch the 3 BBC learning zone clips or watch DVD, programme 2, (section on prayer). Provide key questions for children to consider during the programme/clips e.g.

How do Muslims prepare for prayer? Where can they pray? Are there any special instructions/positions to be adopted for

prayer?After the DVD discuss the questions and with pupils drawing out some reasons why Muslims pray.

ACTIVITY 2:Give pupils in groups a series of quotes from Muslim pupils to help them answer the question:Why is prayer so important for Muslims?(Quotations on p10 Symbols of Faith or can be taken from the Children Talking website: www.pcfre.org.uk/db)Pupils should prioritise the statements in a diamond shape according to how helpful they are in explaining why prayer is so important to Muslims. PLENARY: Choose a selection of pupils to choose one of the statements and answer the following questions:Why did you choose this statement? What interests you about it?What is being said and what does it mean?What does the person believe & why do you think they believe it?Consider also the following questions:How would it affect your life if you had to stop 5 times a day to pray?Why might this be a good thing for you?

Pupils: explain what happens in

Salah

show some understanding of the importance of prayer to Muslims

Key vocabulary:Salah Wudu Pillar Rak’ah

Mecca Mosque

Adhan (call to prayer)NOTES FOR TEACHERSWhen Muslims pray it is with their bodies as well as with words. The traditional set of movements known as rak’at are made up of recitation, standing, bowing and two prostrations

Developing Primary RE: (RE Today) Symbols of Faith Edited by Joyce Mackley

Prayer mat

Pathways of Belief DVDwww.bbc.co.uk/learningzone/clips/5957 Wudu5965 Prayer at home488 Friday prayer

www.pcfre.org.uk/db(EXTRA POSSIBILITYInvite a Muslim into class to show the rak’as and talk about what prayer means to them.)

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Lesson 7

Pupils will: learn that Ramadan

is the 9th month of the Muslim lunar calendar

know what practices are involved in Ramadan

know the links between Ramadan, Id-ul-Fitr and their own experiences of self-denial and celebrating

Questions:How is life different for Muslims during the month of Ramadan?

Based on this lesson what could I do to show my values?

Play the section on Ramadan in the DVD (programme 2) or BBC learning zone clip 4605During the programme ask pupils to note what happens during a day in Ramadan and how it is different from a normal day

Read a story told by a Muslim pupil about his/her experiences of Ramadan e.g. Saba’s day in the Books for Schools section Prayer, Fasting and Id-ul-Fitr (Activity sheet 3Bi) or ask a Muslim parent or older child to describe their experience of Ramadan.

ACTIVITY 1:Make a Venn diagram to show how a Muslim child’s day will be different during Ramadan (In Ramadan only, Outside of Ramadan only and overlapping All of the time) Activity sheet 3Bii could be usedorWrite a diary extract as a young Muslim boy or girl experiencing his/her first Ramadan

Listen to the 2nd BBC clip (4604)Ask the pupils to listen carefully so that they can explain the feelings of the family as they look for the coming of the new moon.

ACTIVITY 2/PLENARY:Remind/tell pupils that the main features of Id-ul-Fitre are: Giving to charity Prayers at the mosque Clothes and cards Remembering the lessons of Ramadan Visits to neighboursAsk pupils to reflect on parallels with their own experience by using sentence starters such as: A time I did something for charity was… A Community I belong to is…Together we … I wore special clothes and celebrated with gifts when… An event which made me feel close to other people was…

Pupils: explain what happens

during Ramadan and Id-ul-Fitre and give reasons for the practices

make links between Ramadan, Id and their own experiences of self-denial and celebrating

Pupils:

Key vocabulary:RamadanId-ul-FitreSalah (prayer)Sawm (fasting)Adhan (call to prayer)

(Usful information on Ramadan and Id-ul-Fitre can be found in the teacher notes in Prayer, Fasting and Id-ul-Fitr – Books for schools mcb)

Pathways of Belief DVD Islam, Hinduism & Sikhism

www.bbc.co.uk/learningzone/clip 4605 (Ramadan & Id)clip 4604 (New Moon & Id)

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Lesson 8

Pupils will: sort relevant

information from irrelevant and explain what matters most to a young Muslim

have the opportunity to reflect on how what is important to them impacts on their decisions in life

Question:What matters most to Yahya?

Read the interview with Yahya.Give copies of the interviw to the pupils.Introduce the key question“What matters most to Yahya?”

ACTIVITY 1:Then give a clue in the form of statement cards. Ask pupils to sort through the cards in pairs or groups to produce a plausible answer. (NB There are some “red herrings”)Explain that they must work like detectives to solve the question by looking carefully at the clues and that they must be able to justify their choices.

Ask pupils to feedback their answers to the class with a full explanation.

PLENARY:Discuss with the pupils how they did the activity so that they can use their most effective strategies in future activitiesAsk pupils to reflect on:What matters most to me?Then talk about how these influence the things they do and the choices they make.

(A similar activity, which would suit Y6s can be found in Exploring Worship where a Shia Muslim and a Sunni Muslim are interviewed. Here, similarities and differences can also be identified.)

explain what matters most to a young Muslim

make links between what matters most to me and to a young Muslim, explaining ideas thoughtfully

Pupils:

Key (new) vocabulary:Madrassah

(This lesson is based on a suggested activities in the book Exploring Religion Around Me (Listening to children speak) edited by Joyce Mackley and is highly recommended

Exploring Worship (RE Today Services) edited by Joyce Mackley

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Lesson 9

Pupils will: explore the

meaning and significance of Hajj as the journey of a lifetime for Muslims

Question:What is it about the Hajj that makes it so important to Muslims?

Introduce journeys using maps or pictures representing a wide range of journeys – from local to the more distant.Either: Ask pupils to conduct a “guided fantasy” going on a pilgrimage in their headsOr: In pairs/groups ask pupils to talk about a special journey and to say what was the most important memory of the trip.Remind the pupils of the 5th pillar of Islam – The HajjShow picture of the ka’bah and the Grand Mosque surrounding it.(Allow pupils to share any information they have on the Hajj.) Explain that for Muslims the Hajj is a journey of a lifetime and that Muslims believe it brings a sense of peace and brotherhood with people all over the world.Introduce the word “pilgrimage” and explain how this is different from a normal journey.Show pictures of the different stages of the HajjShow excerpt of Muslims going on a Hajj (e.g. clip 3920 or 6236)

ACTIVITY: Write a diary extract from a Muslim child explaining hisexperiences on the Hajj O:rExplain the different stages of the Hajj (suitable for a homework activity perhaps)

PLENARY/FOLLOW UP:Read the booklet ‘Dear Diary’ which tell the experiences of a child’s grandparents on the Hajj Or:Ask pupils to answer questions on post it notes in pairs: (such as)How might a Muslim feel before/after:Getting on the plane, performing tawaf, running say, performing the stand in the plain of Arafat, throwing stones at the pillar etc.Each pair to bring up their post it note and put it on a map/diagram of the Hajj on the board.Finally answer the question: Why is Hajj important to Muslims?

use the right religious words to explain some details of the Hajj

understand the religious meaning and significance of the Hajj for Muslims

New vocabulary:Ka’bah (kabah)Grand MosquePilgrimage

Pictures of Mecca (Makkah)

Photopack – Islam

www.bbc.co.uk/learningzone/clips:3920 (A trip to Mecca) this is an animated version6236 (Hajj pilgrimage at Mecca)

Espresso clip on the Hajj

‘Dear Diary’ by Suma Din (from the Books for schools MCB)

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OTHER IDEAS:Read the story The Cleansing of the Heart Ask the pupils to analyse why this story has remained in the Muslim faith for so long and what it could mean.(A straightforward lesson but one which really develops analytical skills)

Read the story The Story of Bilal Ask the pupils to answer the question,

“What mattered most to Bilal?” This could be done as a “bullseye target diagram)

Example in the book Faith Stories”

Invite a local Muslim to come in and talk about: What does it mean to me to be a Muslim?

(Ask pupils to prepare questions before the session.)

Visit a mosque

Read the story The story of Prophet Muhammad and the thirsty camelEither, answer the question

“What mattered most to Ahmed?” (Prompts provided in Faith Stories) or answer questions such as:

We all let ourselves down – what should we do when this happens?

If everyone lived by the values of Ahmed, what sort of world would we end up with?

Do this at the end of the module

What do you think it means to be a Muslim?(POSSIBLE ASSESSMENT ACTIVITY)Imagine that you are an older Muslim who has just been told that you are going to have a grandchild. You decide to write a manual to explain to the child “How to be a good Muslim”.

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RECORD OF ATTAINMENTKS2 Unit 10: What does it mean to belong to a religion? ISLAM (B, D & E) Year 5/6

All pupils: (Level 3) Most pupils - majority class expectation: (Level 4)

Some pupils: (Level 5)

B3 describe some of the things that are the same and different for religious people.

D3 compare some of the things that influence me with those that influence other people.

E3 ask important questions about life and compare my ideas with those of other people.

B4 use the right religious words to describe and compare what practices and experiences may be involved in belonging to different religious groups.D4 ask questions about who we are and where we belong, and suggest answers which refer to people who have inspired and influenced myself and others.E4 ask questions about the meaning and purpose of life, and suggest a range of answers which might be given by me as well as members of different religious groups or individuals.

B5 describe why people belong to religions and explain how similarities and differences within and between religions can make a difference to the lives of individuals and communities.D5 give my own and others’ views on questions about who we are and where we belong and on the challenges of belonging to a religion and explain what inspires and influences me.E5 ask questions about the meaning and purpose of life and suggest answers which relate to the search for truth and my own and others’ lives.

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