Name of unit: What is the best way for a Muslim to …education.southwark.anglican.org/download/Members' Area... · Web viewFlash card up a number of different people and answer the

How and Why Do Muslims Uphold Their Faith By Giving Commitment To Allah?Islam

Name of Unit: How and Why Do Muslims Uphold Their Faith By Giving Commitment To Allah?

Faith: Islam

Key Stage in Which This Unit Should Be Taught: Key Stage 1or Key Stage 2.

Recommended Year Group (if specified):

Previous Learning: This unit complements the other unit on Islam: What does it Mean To Be a Muslim?That unit may have been taught previously depending on where each unit is placed in the school’s Curriculum Map for RE.AT 1 Learning About Religion.Focus: Practices and ways of life.

AT 2 Learning From Religion.Focus: Values and commitments.

What This Unit Teaches:The Importance of the 5 Pillars of Islam for Muslims and the commitment to Allah that they give: The Shahadah: The call to faith; Salah: The role prayer plays in a Muslim’s life; Zakat: Giving to charity; Sawm: Fasting; Hajj: The importance of pilgrimage.

Ramadan; The festivals of Eid-ul-Fitr and Eid-ul-Adha.

Key RE Vocabulary:Islam, Muslim, religion, faith, commitment, Allah, God, The Five Pillars of Islam: The Shahadah, Salah, Sawm, Zakat, Hajj; Ramadan, Eid-ul-Fitr, Eid-ul Adha, Prophet Muhammad (pbuh,) Wudu, pilgrimage, pilgrim, Mecca, Kaaba, prayer mat, Islamic compass, values, holy.

Cross - Curricular Links:Literacy; art and design; numeracy; geography; personal, social and health education; citizenship.

Spiritual, Moral, Social and Cultural Development:Appreciation of what having a religious commitment means;Opportunities for reflection;Understanding of living by values;Listening to the views of others;Collaborative learning opportunities;Developing understanding of and respect for a local and world faith.

Points To Note:This unit should be taught at the time of Ramadan and Eid-ul-Fitr and / or Hajj and Eid-ul-Adha.If the half term is longer than 6 weeks, it would be good to include, in addition to the 6 lessons in this unit, additional lessons for the extra weeks teaching in greater depth about the festivals of Eid-ul-Fitr and / or Eid-ul-Adha.

Sensitivities:Respectful use of names and religious artefacts;Respect for children and adults of the Muslim faith, especially during discussions around commitment;Sensitivity towards the activities that Muslims are not permitted to take part in when planning learning activities as part of this unit.

Possible Further Thinking and Extension Activities: Future Learning: Islam within the thematic units of: Southwark Diocesan Syllabus for Religious Education Southwark Diocesan Board of

Education


Greater in-depth study of Ramadan and the festivals of Eid-ul-Fitr and Eid-ul-Adha.

The Journey of Life and Death; Understanding Faith In . . . ; Who Decides?

Southwark Diocesan Syllabus for Religious Education Southwark Diocesan Board of

Education


Learning Objectives

AT1 AT2 Suggested Teaching Activities Points To Note

Lesson 1

Pupils should:

Understand that commitment is part of living as a practising believer;(AT1)

Know what commitment means and be able to identify things that they are committed to.(AT2)

What Does It Mean To Make a Commitment?

Introduction:Introduce the word ‘commitment’ and ask the pupils what it means?K.S 1: Whole class activity;K.S 2: In groups:Divide a number of statements into 2 categories: “Requires commitment” “Doesn’t require commitment”e.g.: Training to be a sportsperson, learning a new skill, someone visiting a sick relative once every week, going out with friends, planning a holiday with friends, going to a place of worship every week, praying, etc.

Elicit the following: To show commitment you need to do something on a regular basis and by demonstrating loyalty, hard work and belief in what you are doing.

Main Part of The Lesson:Key Question: Is it always easy to keep to a commitment? Why? / Why not?When might it be difficult to show commitment?i.e. alternatives that seem better at the time come up, etc.

Pupils to share in groups or as a whole class how they show commitment in their lives. Why do they make these commitments? How do they live their commitment(s) out?

This lesson can serve as an initial assessment tool to establish what the pupils already know about commitment within a faith.


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What do they gain from being committed in this / these ways?

Ask the pupils to each consider who shows commitment to them? / The school? How and why?

Activity:Create and record a recipe for making the best ‘commitment desert.’(Ensure pupils understand what a recipe is and how it works!)

Have a prior discussion as a class as to what makes commitment, and what some of the ingredients of their commitment desert might consist of.

K.S 1: Identify 5 ingredients from their recipe which they think are the most important and why.

K.S 2: 5 ingredients only allowed. Pupils have to identify which ingredient is the most important and give reasons for their choice.

Plenary:KS 1: Class discussion;KS 2: Individual mind map.

Share the concept of commitment in faith.How might a believer show commitment to their faith?Why does a believer have commitment to their faith?

Discuss the commonality of commitment in faiths.Southwark Diocesan Syllabus for Religious Education Southwark Diocesan Board of

Education


By being committed to a religion, what might this give to followers of that faith?

How might a Muslim show commitment to their faith?By being committed to the religion of Islam, what might this give to followers of that faith, Muslims?


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Learning Objectives


Lesson 2

Pupils should:

KS1:Understand that having a faith leads people to act in certain ways;(AT1)

Be able to share in times of quiet and stillness and recognise the need for time to be quiet and reflective.(AT2)

KS2:Describe how religious practice shapes the lives and worship of believers;(AT1)

How Might a Muslim Show Their Commitment To Allah Through The First Two Pillars of Islam?

Introduction:Recap with pupils learning from the previous lesson about commitment, particularly about commitment in faith.

Main Part of The Lesson:Encourage the children to think about pillars of a building, i.e. of a mosque, church or temple, etc. Discuss the purpose of the pillars and the role and function that they fulfil, particularly to the building.Introduce the pupils to the idea of pillars of Islam. Discuss the role and function of them.Briefly introduce the pupils to the five pillars of Islam: The Shahada, Salat, Zakat, Sawm, Hajj.

Make children aware that there are five religious duties expected of every Muslim. The foci in this lesson are the first two pillars of Islam:The Shahada, (daily confession of faith)and Salat, (the ritual of praying five times a day.)

Background Information

The five pillars of Islam are the five religious duties expected of every Muslim. The five pillars are mentioned individually throughout the Quran and they are listed together in the Hadith when Muhammad (pbuh) was asked to define Islam.

Within a few decades of Muhammad's (pbuh) death, the five practices were singled out to serve as anchoring points in the Muslim community and designated ‘pillars.’

Fulfillment of the five pillars is believed to


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Explain how silence and stillness may aid reflection and prayer;

Share about places, times and conditions that are conducive to reflection and, (if appropriate) prayer in their life.(AT2)

The Shahada:Explain to the pupils that Muslims have a profession of faith which expresses two simple but core beliefs that makes one a Muslim. These are expressed in The Shahadah: “There is no god but Allah and Muhammad (pbuh) is the messenger of Allah.”

What does The Shahadah mean? Why is it important for Muslims? How do Muslims express The Shahadah regularly? By expressing the beliefs of it, what are Muslims doing? How does following The Shahadah enable a Muslim to give commitment to Allah?

Salat:Begin with ‘Odd One Out:’Show pupils a number of objects and see if they can identify which one is the odd one out and explain why.Prayer mat,Compass,Mosque,Water.

(Answer = mosque.Aim of the exercise is for pupils to identify that for a Muslim, prayer can take place anywhere and particularly at set times.It does not require people to always go to a mosque.Men are encouraged to pray in congregation – go to the mosque.Women do not have to pray in congregation.Lunch time prayer on a Friday is the main prayer of the week

bring rewards both in this life and in the afterlife.

The pillars are acknowledged and observed by all sects of Muslims, including the largest sect of Sunni Islam, although Shias add further obligatory duties, including: jihad, payment of the imam's tax, the encouragement of good deeds and the prevention of evil.

The five pillars of Islam are:

The Shahada (Daily confession of faith);

The Shahada is the first of the five pillars. Shahada is the Muslim profession of faith, expressing the two simple, fundamental beliefs that make one a


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for men.)

Before any prayer Wudu must be performed.A trip to the local mosque to see this in action or invite a Muslim visitor in to demonstrate wudu would be a good possibility.

Alternatively pupils to watch a video clip of a Muslim preparing for prayer:

Hands - 3 times – always start “In the name of Allah”;Mouth - Cleaned 3 times;Nose - Water is breathed in gently through the nose 3 times;Face - The whole of the face must be washed at least once and is often done 3 times;Right arm - The arm is washed right up until the elbow and this is done 3 times;Left arm - same as the right;Hair - Water is passed through the hair – this is done only once, but is compulsory;Ears - The back and inside of the ears are wiped;Right foot - Washed up to ankle 3 times – compulsory;Left foot – washed up to ankle – 3 times.

Wudu does not need to be performed before every prayer but is recommended. However it must be performed before prayer if any of the following has taken place: after going to the toilet, passing wind, contact with excrement, vomiting, falling asleep, taking intoxicating substances and / or bleeding heavily.

The prayer itself:

Muslim:

“La ilaha illa Allah wa-Muhammad rasul Allah.” ‘There is no god but Allah and Muhammad (pbuh) is the messenger of Allah’;

Salat (Daily ritual prayer);

The second of the five pillars is called Salat, Muslim prayer.

Salah means formal worship in Islam. Salah consists of the repetition of a unit called rak’ah – prescribed actions and words.Salah is obligatory for all Muslims unless they are prepubescent, elderly, sick, frail, disabled, menstruating, pregnant or travelling


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A trip to the local mosque to observe this in action would be beneficial.Alternatively watch a video clip of Muslims praying.

Takbir: – preparing for prayer.Entering the state of prayer by glorifying Allah. Muslims face towards Mecca. They begin the prayer by saying, “Allahu Akbar” – God is great.

Qioyaam: – seeking God’s protection. Followed by first chapter of the Qur’an and other chapters.

Ruku: – means to bow.Muslims say 3 times, “Glory be to God the most great.”

Brief Qiyaam: – Acknowledging God’s greatness.Muslims recite, “God listens to the one who praises Him.”“Allahu Akbar” is recited again.

Sujad: – Acknowledging God’s greatness.Means to prostrate.Muslims repeat 3 times, “Glory be to God, the Most High.”

Brief sitting: – Time of silence. “God is great.”Muslims pause here for a few seconds, either staying silent, or reciting a shorter prayer.“God is great” is recited once more.

Sujad.As before.

on a long journey.5 times a day;Fajr - near dawn;Dhuhr or Zuhr – after midday;Asr – in the afternoon;Maghrib – just after sunset;Isha – around nightfall.

The purpose of prayer - To communicate with God - reminds Muslims to give thanks for Allah’s blessing and that submission to Allah takes precedence over all other concerns.Men are encouraged to pray in congregation – go to the mosque.Women do not have to pray in congregation.Lunch time prayer on a Friday is the main prayer of the week for men.

Resources:WuduHow Muslims prepare


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Tashahhud: – Asking for peace and forgiveness.“God is great.”Then Muslims return to the sitting position.They recite a number of short prayers in Arabic, praising God and sending peace to the Prophet. They ask for God to bestow blessings and peace upon Prophet Abraham and his family and ask for the same for Prophet Muhammad (pbuh.)Finally, Muslims ask for forgiveness and mercy and ask God to bless them and their children until the day of judgement.

Peace To The Right: – Asking for peace.The prayer ends by Muslims first turning to the right saying “Peace be upon you, and the mercy and blessings of Allah.”This is said to the Angels who Muslims believe accompany each human being to record their actions.

Peace To The Left: – Asking for peace.The same is repeated – Muslims believe the Angel on the right side records all good actions and thoughts while the one on the left records all bad actions.Why is Salat so important for a Muslim to follow?Why do they carry out Salat and all the rituals that are associated with it?

For a Muslim, praying five times a day is important and reminds them of God’s greatness, forgiveness and peace.

Activity:KS1:Sequence a set of pictures in order related to Wudu.

for prayer video clips: http://www.bbc.co.uk/learning zone/clips/preparations-for-prayer-wudu/5957.html

http://www.bbc.co.uk/learningzone/clips/salah-muslim-prayer/3056.html

Prayer in the Mosque video clips:http://www.bbc.co.uk/learningzone/clips/praying-at-the-mosque/487.html

http://www.bbc.co.uk/learningzone/clips/friday-prayer-at-the- mosque/488.html

More Background Information Zakat:Zakat is the third Pillar of Islam. It is the compulsory giving of a


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http://www.bbc.co.uk/religion/religions/islam/practices/fivepillars.shtml


http://www.bbc.co.uk/learningzone/clips/friday-prayer-at-the-%20mosque/488.html



http://www.bbc.co.uk/learningzone/clips/praying-at-the-mosque/487.html






http://www.bbc.co.uk/learning%20zone/clips/preparations-for-prayer-wudu/5957.html




Sequence a set of pictures in order relating to the prayer.Record observations about Salat.Key Question: What impact might praying five times a day have on a Muslim’s life?

KS2:Working in groups: Pupils are given a selection of statements / pictures of things people of other faiths may do as part of their prayer life.e.g.:Christianity: Lighting of candles, kneeling in silence, going to church and receiving the sacraments, praying as part of a small group, attending confession, etc.;Hinduism: Standing in front of a shrine at home and in the temple, carrying out puja, offering a gift in the form of food to the deity, etc.;Sikhism: Attending the Gurdwara and praying, etc.;

Key Question: What is similar with Islam and other faithsand what is different and distinct about the Muslim way of praying?

Share the common thread running between all faiths: Silence / reverence / stillness, etc.What does Salat mean? Why is it important for Muslims? How do Muslims carry out Salat regularly? By carrying it out, what are Muslims doing? How does doing Salat enable a Muslim to give commitment to Allah?How is this similar or different to your own experience of prayer?Pupils to discuss and record their observations and thoughts.

set proportion of one's wealth to charity. It is regarded as a type of worship and of self-purification; Sawm (Fasting

during the month of Ramadan);

Sawm (also siyam,) fasting, commemorates the revelation of the Quran to humanity during Ramadan, the ninth month of the Islamic year.

During Ramadan, all adult Muslims are required to abstain from food, drink and sexual intercourse during daylight hours.

Exceptions are made for travellers, soldiers, the ill and menstruating women, although such people are expected to fast later when they


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Plenary:KS1:A time of silence. Pupils to sit in circle (a candle could be lit for reflection time) and lead pupils through a reflection time thinking about The Shahadah and Salat and their importance to Muslims in showing commitment in their faith.Reflect also about the need for time to be quiet and reflective.

Discuss first and then have a period of silence when the things discussed can be remembered in the silence.

KS2:Class discussion: A choice of questions: Why is silence so important for prayer? How can silence and stillness aid reflection and prayer? How might praying five times a day affect a Muslim’s daily

life? When would it be easiest / hardest? Does praying five times a day draw a Muslim closer to God

than a Muslim that doesn’t pray five times a day? What places, times and conditions have been conducive to

reflection and, (if appropriate) prayer in your life?

A time of silence. Pupils to sit in circle (a candle could be lit for reflection time) and lead pupils through a reflection time drawing out the common threads between faiths in relation to prayer and commitment to God.

become able;

Hajj (Pilgrimage to Mecca);

At least once in his or her lifetime, each Muslim is expected to undertake a pilgrimage to Mecca, the sacred city of Islam. In Arabic this holy journey is called the Hajj.

While a visit to Mecca is beneficial at any time of the year, the Hajj must take place during the month of Dhu al-Hijja, (the last month of the Islamic year,) to fulfill the requirements of the Hajj.

More Resources:BBC – Religion and Ethicswww.bbc.co.uk/


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http://www.bbc.co.uk/


RM Learning Alive


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Learning Objectives


Lesson 3

Pupils should:

KS1:Know that beliefs can cause people to act in certain ways;(AT1)

Understand why it is important to give to others.(AT2)

KS2:Recognise the link between faith and action in individuals and in groups of believers;(AT1)

Recognise the links between beliefs and action in their own

How Does Giving Zakat Show Commitment To Allah?

Introduction.Discuss with pupils about giving to others.In what ways do we give to others? Why do we give?Do we give all that we can / all that we should?What makes the giving valuable?Who has given to us? What have they given? Why do we think that they gave to us? What influences people to give?

Main Part of The Lesson:Discuss with the pupils that there are rules and encouragement to give in many religions. One of the things that believers are asked to give is money.Do the pupils know of any examples where this happens in any religions?Introduce the idea that this is very important in Islam.Watch video clip 3292 – Muslims and charity - BBC Learning Clips online.Discuss the learning from the video with the pupils.Giving is really important. Explain the importance of putting others before ourselves.

Activity:KS1:It is not only money that we can give to others, but our time and commitment.


Zakat:Zakat is the third pillar of Islam. It is the compulsory giving of a set proportion of one's wealth to charity. It is regarded as a type of worship and of self-purification.

Zakat does not just refer to charitable gifts given out of kindness or generosity, but to the systematic giving of 2.5% of one's wealth each year to benefit the poor.

The benefits of Zakat, apart from helping the poor, are as follows:

Obeying Allah;Southwark Diocesan Syllabus for Religious Education Southwark Diocesan Board of

Education




life.(AT2)

Pupils to cook cakes / biscuits and run a cake sale for a chosen charity.

KS2:Pupils to consider why they think Muslims are required to give 2.5% to charity.Key Questions: Should Muslims have a choice about how much money to

give or not give? How does giving money show commitment to Allah / God? It is not only Muslims that give to charity, so what is it

about Muslims giving to charity that makes them a ‘good’ Muslim?

For aspects to draw out in discussion, refer to the benefits of Zakat listed in the Points To Note section.

In groups, pupils plan and carry out a fundraising event for a charity of their choice.

Plenary:How does giving money away help someone to be a good Muslim?Is it always possible for everyone to give 2.5% to the poor?Why is it important to give to others?How do Muslims put their faith into action through following this pillar of Islam?How do people of other faiths link their faith by their actions?What have we learnt from preparing our cakes / by preparing for a fundraising event for our chosen charity?What have you learnt about giving to others and about

Helping a person acknowledge that everything comes from Allah on loan and that we do not really own anything ourselves and since we cannot take anything with us when we die, we need not cling to it;

Acknowledging that whether we are rich or poor is Allah's choice, so we should help those he has chosen to make poor;

Learning self-discipline;

Freeing oneself from the love of possessions and greed;

Freeing oneself from the love of money;

Freeing oneself from love of oneself;

Behaving honestly.The 2.5% rate only applies to cash, gold,


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http://www.bbc.co.uk/religion/religions/islam/beliefs/beliefs.shtml


yourself? silver and commercial items. There are other rates for farm and mining produce and for animals.

Resources:Video clip 3292 –Muslims and Charity

- BBC learning clips online

- www.bbc.co.uk/


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Learning Objectives


Lesson 4

Pupils should:

KS1:Describe how religious practice and traditions shape the lives and worship of Muslims;(AT1)

Understand how a religious belief affects the way someone behaves.(AT2)

KS2:Explain and compare the impact of faith on individuals and on the community.(AT1)

How Does Sawm Show Commitment To Allah?

Introduction:Introduce the holy month of Ramadan for Muslims.

Main Part of The Lesson:Key Question: How do Muslims show commitment to God during Ramadan?

Listen to a personal account from a Muslim or watch a video clip of fasting during Ramadan.Video clip: Clip 3053: Fasting during Ramadan– BBC Learning Clips online.

Discuss the importance of Sawm, the fasting that Muslims undertake during the month of Ramadan.Talk about who is called to fast – children who have reached puberty and all adults who are well. Women do not fast during their menstrual cycle.Draw out, in particular, why Muslims fast, who Muslims are remembering when they fast and how, through thinking about the poor, they are showing their commitment to Allah to put others first. Muslims are learning self-discipline and, through self-will, that Allah is stronger than themselves.

Share about Iftar, the breaking of the fast each evening.Discuss how many Muslims share Evening Prayer and Iftar at


Sawm is fasting. It is the fourth of the five pillars of Islam.Muslims are required to fast during the holy month of Ramadan, the ninth month of the Islamic calendar.

During the 29 or 30 days of Ramadan, all adult Muslims must give up the following things during the hours of daylight:

Food or drink of any sort;

Smoking, including passive smoking;

Sexual activity.

Muslims who are physically or mentally


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http://www.bbc.co.uk/religion/religions/islam/practices/ramadan_1.shtml




Offer insights into the faith and religious commitment of others.(AT2)

the mosque each evening during Ramadan and how this builds up the Muslim community together through Ramadan.

Show some pictures / video clips of a whole range of people who are poor: think about poverty in the broadest sense – no food, no money, no shelter, people who are alone, children alone, etc.Gather pupils’ thoughts, questions and responses to the images.This could also be a P4C lesson and turned into the main activity.

Explain that Muslims fast to remember the poor and those that have very little. By experiencing fasting they can experience some of what it is like to be hungry and in poverty.

Activity.Imagine that you are a Muslim and write a diary entry for a day and night in Ramadan, describing the experience of undertaking Saum.Encourage pupils to describe what is and is not going on as well as how the Muslim that they are writing as may be thinking inwardly, reflecting on their faith and commitment.

Plenary.KS1:Flash card up a number of different people and answer the question Do you think this person has to fast? If so, why? If not, why not?

Pupils write a statement:

unwell may be excused some of these, as will those who are under twelve years old, the very old, those who are pregnant, breast-feeding, menstruating or travelling.If an adult does not fast for the reasons above, they should try to make up the fast at a later date or make a donation to the poor instead.

Muslims do not only abstain from physical things during Ramadan. They are also expected to do their best to avoid evil thoughts and deeds as well.

Eating in Ramadan:During Ramadan, many Muslims will try to eat a large meal called Suhur just before dawn.

When daylight is over, Southwark Diocesan Syllabus for Religious Education Southwark Diocesan Board of

Education


“If I fasted, I would like to remember…………………because……………..”Put pupils’ statements into a special box entitled ‘People we remember when we fast’ and place box in the class Reflective Area. This could then be used at an act of Collective Worship later in the week.

KS2:Pupils to share a response giving reasons for their answer:“Sawm shows a Muslim is committed to Allah because……….….”What can non-Muslims learn from Sawm?How could humanity put some of that learning into practice daily?Class to write statements together that they are going to commit to as a class in the light of their learning.e.g: only eating what is necessary, not to be greedy, looking out for the poor, sharing with others what we have, etc.

most Muslims will break or open the fast with dates or water, following the example of the Prophet Muhammad, (pbuh) before having a proper meal later.

Iftar and the evening meals during Ramadan are occasions for family and community get-togethers.

There are many good reasons for this fast, including:

Obeying Allah; Learning self-

discipline; Appreciating Allah's

gifts; Giving thanks for the

Holy Qur'an, which was first revealed in the month of Ramadan;

Sharing the Southwark Diocesan Syllabus for Religious Education Southwark Diocesan Board of

Education

http://www.bbc.co.uk/religion/religions/islam/texts/quran_1.shtml

http://www.bbc.co.uk/religion/religions/islam/history/muhammad_1.shtml

http://www.bbc.co.uk/religion/religions/islam/history/muhammad_1.shtml


sufferings of the poor and developing sympathy for them;

Realising the value of charity and generosity;

Sharing fellowship with other Muslims;

Becoming spiritually stronger.

Eid ul-Fitr.The month of Ramadan ends with the festival of Eid-ul-Fitr. This is a time for Muslims to celebrate the end of Ramadan and to thank Allah for the strength that he has given them through Ramadan and to give thanks for the ways in which their commitment of Saum has enabled them to grow in their faith.

The festival is marked by dressing up in new / special clothes, visiting the mosque for prayer,


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http://www.bbc.co.uk/religion/religions/islam/holydays/eidulfitr.shtml


gathering together as a community and with visits to family and friends for celebratory meals.

Resources:Video clip: Clip 3053: Fasting during Ramadan – BBC learning clips online,www.bbc.co.uk/

Sensitivities:Be sensitive to class needs when discussing poverty.


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Learning Objectives


Lesson 5

Pupils should:

KS1:Recognise the link between faith and action in individuals and in groups of believers;(AT1)

Say what is important to them.(AT1) KS2:Explain the impact of faith on individuals;(AT1)

Explain what is important to them.(AT2)

How does Hajj Show Commitment To Allah?

Introduction:Circle Time: Discuss going on a special journey.Have you ever been on a special journey? When? Where? Why? With whom? What made it special? How has it affected them?

Main Part Of The Lesson:Have a suitcase to show the pupils.Before opening it, ask the pupils what they took with them on their special journeys and why?Open the mystery suitcase.Inside it are the items needed for Hajj: Hajj robes, map of Mecca, Qur’an, small stones, spring water, umbrella, picture of The Kaaba - the Grand Mosque in Mecca.Ask the pupils what they think the items are? What are they for?

Explain that these items are all items needed for The Hajj. Explain what The Hajj is.

Invite a Muslim visitor who has been on Hajj in to school to come and share with the class their experience and memories of going on The Hajj and how going on Hajj has impacted on their life.Alternatively use video clips to watch an extract from Hajj and


The Hajj - (Pilgrimage to Mecca).

At least once in his or her lifetime, each Muslim is expected to undertake a pilgrimage to Mecca, the sacred city of Islam. This holy journey is called The Hajj in Arabic.

While a visit to Mecca is beneficial any time of the year, the pilgrimage to Mecca must take place during the month of Dhu al-Hijja, (the last month of the Islamic year,) to fulfill the requirements of The Hajj.


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begin to make links between what they are seeing and the mystery suitcase / objects.

Recap the key events of Hajj that take place on each day of the pilgrimage and why they take place.

Video clips could be used as a backdrop for experiential learning in RE where pupils role play being a Muslim on The Hajj.

Key Question: Why do Muslims make this pilgrimage?In the context of Hajj, how does faith impact upon Muslims?

Activity:KS1:Key Question: Does completing Hajj make a person a better Muslim? Why?Pupils to vote and then work in Talk Partners with opposing viewpoints and share their reasons.orDraw three things that are important to Muslims when they go on Hajj and explain why, e.g. places, clothes, rituals, etc.Complete 3 thought bubbles to reflect on the question:How would Muslims feel on The Hajj?

KS2: Written Response: If you were going on a sacred

journey where would you go and why?What would you plan to do on it and why? What would you hope would be the lasting impact on you?

Eid-ul-Adha is the festival that takes place at the end of Hajj. The pilgrims of The Hajj celebrate this time with their family and friends and the wider Muslim community back home.Resources:Video clip to watch an extract from The Hajj:

www.bbc.co.uk/learning zone/clips/hajj-pilgrimage-at-mecca/6236.html

Further clips to support the teaching about Hajj:

Day 1of Hajj: www.bbc.co.uk/learningzone/clips/hajj-day-one/3258.html

Day 2 of Hajj:www.bbc.co.uk/learningzone/clips/hajj-day-two/3259.html


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http://www.bbc.co.uk/learningzone/clips/hajj-day-two/3259.html



http://www.bbc.co.uk/learningzone/clips/hajj-day-one/3258.html



http://www.bbc.co.uk/learning%20zone/clips/hajj-pilgrimage-at-mecca/6236.html




or On one of the main days of The Hajj, Muslims visit The

Plain of Arafat showing The Mount of Mercy.Muslims travel to The Mount of Arafat. Here they sleep under the stars in the open air. The mountain is known as The Mount of Mercy – compassion.Muslim men will shave their heads and a sacrifice is made – often the killing of a ram. The meat is given to the poor.Imagine you are a Muslim at The Mount of Arafat asking for Allah’s forgiveness. What would be your prayer? Write the prayer that a Muslim might makeor Write a poem / song that expresses the pain and hurt in the worldorCreate a dance that expresses the pain and hurt in the world.

Plenary:Reflect on what Hajj means for the pilgrims and how undertaking The Hajj shows commitment from a Muslim to Allah.Reflect on and share responses to the statement:“My special place is……….…….because………….”

Day 3 of Hajj:www.bbc.co.uk/learningzone/clips/hajj-day-three/3261.html

BBC Active Whiteboard: Religious Education.


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Learning Objectives AT1 AT2 Suggested Teaching Activities Points To NoteLesson 6

Pupils should:

KS1:Describe some of the things that are the same and different for religious people about giving commitment;(AT1)

Link things that are important to them and other people with the way they think and behave.(AT2)

KS2:Describe why people belong to Islam or other religions and explain how similarities and differences within and between Islam and other religions can

How and Why Do Muslims Uphold Their Faith By Giving Commitment To Allah?

Introduction:Explain that this lesson focuses on what have we learnt throughout the teaching unit.

Main Part of The Lesson:Remind pupils of the title of this unit, the enquiry question is also the key question for this lesson.

KS1:Taking each of the pillars of Islam, pupils create a mind map of all the things they have learnt about each pillar. Ask the pupils to think about if and how each pillar is similar and / or different to how followers of other religions give commitment in their faith.Encourage the pupils to complete their work with a personal perspective reflecting on what is important to them and guides them in the way that they think and behave in their lives.

Alternatively this can be in groups.

Evaluation of the unit: This is a good opportunity to assess what the children have learnt.

Ensure that the Learning Objectives are clearly understood by the pupils so that they can address them in their work as Success Criteria for their learning.

KS2.At the end of this teaching unit, from what they have learnt, pupils could add to the mind map that they began in Lesson 1. It would be effective to add these additions in a different colour from the initial statements so as to show progress in learning.


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make a difference to the lives of individuals and communities;(AT1)

Ask questions about things that are important to them and other people and suggest answers which relate to their own and others’ lives.(AT2)

If done as a group, the groups can move around adding to the group mind map for each pillar.

KS2:Divide the class into 5 groups, one group for each pillar of Islam: The Shahada; Salat; Zakat; Sawm; The Hajj.

Drawing upon all their learning from this teaching unit, pupils prepare a short presentation, i.e. a PowerPoint presentation, that addresses the following question:How does this pillar of Islam help a Muslim uphold their faith by giving commitment to Allah?Remind the pupils to include in their presentation: - why a Muslim chooses to follow their

faith; what commitment entails for a Muslim; how this commitment affects the

Muslim’s life, both individually and as part of the Muslim community;

how this commitment is similar and different in other faiths.


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Encourage the pupils to also include a personal perspective into if any aspects of this way of life are important to them in the way that they live their lives.

Plenary:KS1:This question can either be addressed as part of a Circle Time or as a written response.Question: If I could only choose the pillar that I think helps a Muslim the most to be a better Muslim, I would choose …. because . . .Pupils share their response with the rest of the class.Ask pupils to reflect on what can we each learn from this commitment for our lives?

KS2:Each group shares their pillar of Islam presentation to the rest of the class.

Taking a continuum line, pupils stand on the line to show how important they think each of these practices is to helping a Muslim be a better Muslim.Which one do the pupils think shows most commitment to Allah? Why?Ask the pupils to reflect on what can we each learn from this commitment for our


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lives?


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Documents

Name of unit: What is the best way for a Muslim to …education.southwark.anglican.org/download/Members' Area... · Web viewFlash card up a number of different people and answer the