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WHAT DOES IT MEAN TO BE A MUSLIM?
ISLAM
Name of Unit: What Does It Mean To Be a Muslim?
Faith: Islam.
Key Stage in which this unit should be taught: KS1 or KS2
Recommended Year Group (if specified:)
Previous Learning: No prior learning required. This is the first of two units learning about and from Islam.
AT1 Learning About Religion
AT2 Learning From Religion
Main Focus: Practices and Ways of Life
Main Focus: Values and Commitments
 I can describe some of the things that are the same and  I can link things that are important to me and other people with the way I think
different for religious people. (Level 3)
and behave. (Level 3)
 I can describe why people belong to religions and explain how  I can ask questions about things that are important to me and to other people and
similarities and differences within and between religions can
suggest answers which relate to my own and others’ lives. (Level 5)
make a difference to the lives of individuals and communities.
(Level 5)
What this unit teaches:
 Importance of Muhammad (pbuh;)
 Importance of the Qur’an and how it is treated by Muslims;
 What stories teach about Muslim beliefs;
 Islamic practices (including prayer, birth rites and Islamic art;)
 Significance of the mosque;
 Similarities and differences of worship and ideas about Allah, (God) between Islam and other faiths.
Key RE Vocabulary:
Cross-Curricular Links:
Islam, Muslim, Allah, Creator, Muhammad (pbuh,) prophet, Literacy, Art and Design, Maths, ICT, Geography, Music, Science.
mosque, Qur’an, Arabic, calligraphy, angel Jibril, salah (prayer,)
adhaan, call to prayer, worship, belief, faith, wudu, Ka’bah, Mecca,
imam, prayer mat, Islamic compass, holy, madrasa, pattern,
geometric shape, unity, respect.
Spiritual, Moral, Social and Cultural Development:
Opportunities for reflection;
Respect for all faiths;
Listening to the views of others;
Appreciation of Islamic art and music.
Southwark Diocesan Syllabus for Religious Education
Sensitivities:
Respectful use of names and artefacts;
Respect for dress codes (if visiting a mosque;)
Awareness of acceptable representations in Islamic art.
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
ISLAM
Possible Further Thinking and Extension Activities:
Interview a Muslim visitor about how their faith impacts their life;
Lead a collective worship with respect to the Islamic faith, making links between the Islamic faith and Christian teachings.
Future Learning: The second unit learning about and from Islam: The Five Pillars of Islam that form the basis of the Islamic faith.
Southwark Diocesan Syllabus for Religious Education
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
Learning Objectives AT1 AT2
Suggested Teaching Activities
Lesson 1a
What Do We Know About Islam and What Do We
Pupils should:
Want To Know?
Introduction to topic:


Reflect on what I
Display an image (on the interactive whiteboard) of Muslims at
know about Islam and
prayer and play a recording of the call to prayer. Ask the pupils
what I would like to
to look and listen.
know.
Focus on the senses. Tell me about what you can see / hear.
Share experiences of what the image and recording make them
think and how it makes them feel.
(Suggested short
introductory session to
As a pre-assessment, ask the pupils to individually create a web
introduce topic.)
diagram to write down anything that they think they know
about Islam already.
Explain that the image and recording link to the topic and start
to establish important vocabulary (Muslim, Islam, mosque,
Qur’an, etc.) and key information: One God (Allah); Muslims
believe Muhammad (pbuh) is the last and most important
prophet.
Muslims use "pbuh” or “Peace be upon him” after writing or
speaking the name of Muhammad (pbuh) to show that he is the
last and greatest prophet. The words bless and honour him.
The word ‘Islam’ is an Arabic word which means peace,
security and surrender. Muslims believe there is One Almighty
God, who sends prophets to communicate His message to
humankind. In fact, Muslims accept all of the biblical prophets,
including Noah, Abraham, Moses, and Jesus. Muslims believe
that their faith is a confirmation of the message that these
prophets brought: to believe in One Almighty God and to
Southwark Diocesan Syllabus for Religious Education
ISLAM
Points To Note
This pre-assessment will be useful to inform the
teaching of future sessions in this unit and also
highlight any inaccuracies and misunderstandings
about Islam that will need to be addressed during
the teaching of this unit.
Resources:
The use of accurate up-to-date resources will
show respect to the faith and prevent schools
from inadvertently giving offence to Muslims.
Resources should be age-appropriate and
relevant, respectful, interesting and stimulating,
accurate and from trusted sources.
Educational Qur’an;
Islamic artefacts
Articles of Faith:
http://www.articlesoffaith.co.uk/
Image of Muslims at prayer;
Recording of the call to prayer:
https://www.youtube.com/watch?v=fe8qRj12OhY
‘Amira’s Totally Chocolate World.’
ISBN-10: 0860374084;
‘Hilmy the Hippo’ Learns Not To Lie.’
ISBN-10: 0860373967;
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
Learning Objectives AT1 AT2


Suggested Teaching Activities
follow (submit to) His guidance. The Qur’an, the holy book of
Islam, instructs Muslims “We believe in God, and the revelation
given to us, and to Abraham, Ishmael, Isaac, Jacob and the
Tribes, and that given to Moses and Jesus, and that given to all
prophets from their Lord. We make no difference between one
and another of them, and we submit to God” (Qur’an - Sura
2:136)
ISLAM
Points To Note
Usborne Encyclopaedia of World Religions (2015
ed.)
ISBN-10: 1409583007
This Is My Faith: Islam
ISBN-10: 0764134752
Plenary:
What puzzles the children about the image and topic? Children
record their own questions about Islam.
Put on question wall in preparation for topic.
Southwark Diocesan Syllabus for Religious Education
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
Learning Objectives
Lesson 1b
Pupils should:
AT1
AT2


AT1:
Recognise that the
Qur’an is a special book
for Muslims, that it is
handled with great care
and read in Arabic.
ISLAM
Suggested Teaching Activities
Why Is The Qur’an Special To Muslims?
Special object visualisation exercise to prepare for showing
the Muslim holy book, The Qur’an, and explaining how it is
handled.
Show the pupils an image of the Qur’an and give some simple
information about it. Play a recording of an Arabic reading of
the Qur’an. Ask the pupils to imagine what this book might
look like, why and what its purpose is. Why are we treating
the holy book with care? It is handled with great care because
Muslims believe it contains the exact words of Allah and his
message for the world.
AT2:
Talk about why the
Qur’an is important to
Muslims and compare
this to their own and
others’ beliefs and
behaviour.
Show the Qur’an stand, gloves, silk scarf and ask the pupils
what these might be used for and why.
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
KS1:
Explain that Muslims believe Muhammad (pbuh) was a prophet
and received messages from God. Read the story of how
Muhammad (pbuh) received the Qur’an from the angel Jibril
revealing Allah’s words to Muhammad (pbuh) when he was
praying on Mount Hira. Muhammad (pbuh) taught people how
Allah wanted them to live; this way of life was called Islam.
Islam means ‘Obeying Allah’s will’ and ’Peace.’
How does this compare to other religions that you know?
Thought bubbles placed around picture of Qur’an. Drawn /
written links to other faiths.
Southwark Diocesan Syllabus for Religious Education
Points To Note
Sensitivities:
The Qur’an must be treated with respect at all
times and handled carefully because it is
believed, by Muslims, to be the word of Allah.
Hands should be washed before touching The
Qur’an to show respect towards The Qur’an
and Muslims.
Placing the Qur’an on a suitable stand is
appropriate when displaying an open copy.
The two main branches of Islam are Sunni and
Shi’ah. Schools need to consider this (and pupils
within their school community) if and when
visiting a local mosque.
Resources:
Recording of the Qur’an being read
https://www.youtube.com/watch?v=B_kmXOO
Twe8
BBC Learning Zone video clips:
‘Muhammad (pbuh), Allah and the Qur’an.’
http://www.bbc.co.uk/learningzone/clips/muham
mad-allah-and-the-quran/4606.html
‘The Importance of The Qur’an.’
http://www.bbc.co.uk/learningzone/clips/theimportance-of-the-quran/318.html
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
Learning Objectives
AT1
AT2
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
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ISLAM
Suggested Teaching Activities
KS2:
Watch the BBC Learning Zone video clip ‘Muhammad (pbuh),
Allah and the Qur’an.’
Pupils make notes and then pair share these: Why is the
Qur’an important for Muslims?
Start a class list on the IWB.
Learning partners watch two more learning clips (as many
times as they need to) and make notes about what they show
about the importance of the Qur’an.
Clip 1: ‘The importance of the Qur’an.’
Clip 2: ‘Prayers from the Qur’an.’
Points To Note
‘Prayers From The Qur’an.’
http://www.bbc.co.uk/learningzone/clips/prayersfrom-the-quran/4220.html
Plenary:
Why is The Qur’an special to Muslims?
How does a Muslim’s care for the Qur’an compare with other
faiths’ treatment of their holy books / sacred writings?
Southwark Diocesan Syllabus for Religious Education
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
Learning Objectives
Lesson 2
Pupils should:
AT1:
I can reflect on what a
story might show about
Muslim beliefs.
ISLAM
AT1
AT2
Suggested Teaching Activities
What Do Stories Teach Us About Muslim Beliefs?


KS1: Muhammad (pbuh) - Starter and then stories about
Allah’s world
Choose a child’s book such as ‘Amira’s Totally Chocolate
World’ or ‘Hilmy the Hippo’ as focus of the session.
Read story and then in small groups mind map ideas of
messages being given through the story.
Display some of the Arabic words used within the story
Each group given different theme to think about: How does
the story show…? e.g. selfishness, boasting, not being honest,
forgiveness, etc.
How did the characters feel at the beginning / end of the
story?
How can the situation be resolved?
Share conclusions.
Think of Christian stories that show share the same messages
Write a book review for story shared in lesson or design a
new front cover for the story.
How will we know this is an Islamic / Christian storybook?
AT2:
I can compare Muslim
beliefs with my own
and those of people of
different faiths and
think about how they
help people to think
and behave.


Points To Note
Sensitivities:
Remember to encourage everyone to be
sensitive about what is acceptable and what is
not acceptable to be portrayed through art for a
Muslim.
Resources:
Film about Muhammad’s (pbuh) role in founding
Islam:
https://www.truetube.co.uk/film/how-islambegan-ten-minutes
KS2: Muhammad – Stories
Why is Muhammad important to Muslims?
Watch film about Muhammad’s (pbuh) role in founding Islam.
Share thoughts about the factual reasons that Muhammad
(pbuh) is important to Muslims. Emphasise Muslims believe
that Muhammad (pbuh) is the final prophet of Allah.
Introduce stories about Muhammad (pbuh) as a source of
moral and religious teaching and guidance for Muslims.
Southwark Diocesan Syllabus for Religious Education
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
Learning Objectives
AT1
AT2
ISLAM
Suggested Teaching Activities
Activity:
Pupils read a selection of Islamic stories featuring Muhammad
(pbuh) and decide what they think Muslims could learn from
each story and how each story might influence their beliefs
and behaviour.
Record the main teachings in each story.
Stories might include: Muhammad (pbuh) and the Crying
Camel, (kindness and respect for all of Allah’s creatures);
Muhammad (pbuh) and the Spider, (be strong in faith, pray in
all situations, particularly times of crisis, do not be afraid and
trust in Allah); Muhammad (pbuh) and the Birds, (respect for
Allah’s creatures, the extent of Allah’s love for his creations,
including humans); Muhammad (pbuh) and the Woman, (selfcontrol, patience, there is one God who should be
worshipped).
Points To Note
Challenge: How can these stories be represented in an image
that is acceptable to Muslims? How are these images to be
recorded? Choose a method of recording the main teachings
in each story that is sensitive towards Muslims.
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Plenary:
Share ideas about what Muslims might learn from these
stories, showing art drawn.
Reflective Question: How do these teachings and ideas compare
to teachings from important figures in other religions, e.g.
Jesus?
Southwark Diocesan Syllabus for Religious Education
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
Learning Objectives
Lesson 3
Pupils should:
AT1
AT2


AT1:
I can explain how The
Adhaan expresses core
Muslim beliefs and
values.
AT2:
I can talk about how
beliefs impact on
people’s actions and
practices.
ISLAM
Suggested Teaching Activities
How Are Muslim Babies Welcomed Into The World?
The birth of a child is an event of great joy and gratitude in a
Muslim family.
The baby’s first taste should be something sweet so parents
may chew a piece of date and rub the juice along the baby’s
gums.
It was a practice carried out by the prophet Muhammad and is
believed to help the tiny digestive systems to kick in.
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
Watch a video of a child’s father giving the Adhaan (first
words in baby’s right ear).
“God is Great; there is no God but Allah. Muhammad (pbuh)
is the messenger of Allah. Come to prayer.”
Why do the children think that these words are spoken?


KS1 and KS2: Which words would the children want to be the
first ones heard by a baby? (Or objects seen / touched?)
Can you write what words you would say in the baby’s ear?
Use Arabic script for a single word or write sentences in
English.
What comparisons can we make between christening /
Christian baptism / blessing and The Adhaan?


Plenary:
Why do Muslims choose these words? What specific words
might other faiths choose to be the first words that babies
born in their faith have whispered into their ear?
What have you chosen and why?
Southwark Diocesan Syllabus for Religious Education
Points To Note
Resources:
A video of a child’s father giving the Adhaan.
https://www.youtube.com/watch?v=lU3ywwtUS
eI
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
Learning Objectives
AT1
AT2


ISLAM
Suggested Teaching Activities
Was your choice of words influenced by a faith that you have?
Play reflective music and pass a doll around. Children speak
their words into the baby’s ear.
Points To Note
Extra Assessment Opportunity or Home Learning:
Create a mobile that shows the important traditions and
practices celebrated at a Muslim baby’s birth.
Why have you chosen these objects on your mobile?
Southwark Diocesan Syllabus for Religious Education
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
Learning Objectives
Lesson 4
Pupils should:
AT1:
I can show and say
how Muslims pray and
to whom Muslims
pray.
AT2:
I can reflect on what
prayer means to
Muslims and to me.
AT1
AT2

Talk about who God is for Christians. Explain that Allah is the
name Muslims have for God.



Suggested Teaching Activities
How, Why and To Whom Do Muslims Pray?
Pupils sit in a circle, relaxed, prepared to visualise something.
Ask them to visualise something that is special to them…
Show the class a Muslim prayer mat, explaining that for
Muslims a prayer mat is special as they, like other Muslims,
use a mat to kneel on when they pray to Allah. Prayer is very
important for Muslims and is called ‘Salah.’


ISLAM
Invite pupils to share how and where they pray or take time
to think quietly to themselves. Do they have special
preparation times in their lives?
Tell pupils the mat will be used as a focus to learn about how
Muslims pray over the next few lessons.
Use video clip to show how Muslims wash to prepare for
prayer and pray.
What is Wudu? What do Muslims need to do and in what
order? Why do Muslims do it?
If there is a Muslim pupil / member of staff / visitor, they could
be asked to demonstrate and explain Wudu.
Points To Note
Resources:
Video clip to show how Muslims wash to
prepare for prayer and pray using the word
‘Wudu:’
http://www.bbc.co.uk/learningzone/clips/prepara
tions-for-prayer-wudu/5957.html
Prayer in the Mosque video clips:
http://www.bbc.co.uk/learningzone/clips/prayingat-the-mosque/487.html
and
http://www.bbc.co.uk/learningzone/clips/fridayprayer-at-the-mosque/488.html
Display a world map with Saudi Arabia highlighted. Explain the
importance of being ready (clean) and facing East as well as
the body position.
Use a compass to find the direction of the Ka’bah.
Southwark Diocesan Syllabus for Religious Education
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
Learning Objectives
AT1

AT2
ISLAM
Suggested Teaching Activities
Invite pupils to write down questions they have about how
Muslims pray. Children to write these on prepared strips of
paper.

KS2: Focus on the positions and process of Salah (prayer)
lined up close together so the Devil can’t get between the
worshippers and expressing the sense of community within
Islam, bowing for submission.

Prayer in the Mosque. Watch video clips.
How do Muslims pray? Who leads the prayers? What clothes
are worn?
What is the same about how Muslims pray and how people of
other faiths pray?
What is different?


Points To Note
Plenary:
Have a time of quiet reflection as a class to share thoughts on
why Muslims and people of different faiths pray, how quiet
reflection and / or prayer can help people of faith, what prayer
means to Muslims and people of other faiths and when we
think quietly and reflect or pray in our lives.
Southwark Diocesan Syllabus for Religious Education
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
Learning Objectives
Lesson 5
Pupils should:
AT1:
Use the correct
religious vocabulary to
explain how Muslims
worship in the
mosque.
AT2:
Reflect on the
significance of the
mosque for Muslims
and compare this to
the importance of
other holy buildings
for other faiths.
AT1 and AT2:
Learn from and show
respect for a place of
worship and the faith
that it belongs to.
AT1
AT2

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

ISLAM
Suggested Teaching Activities
Why is the Mosque Important for Muslims?
What do we need to do when exploring a mosque?
Why is it important to do this, even if we are not a Muslim
ourself?
What do you know about a mosque?
What do you think you would find and discover in this holy
building?
If visiting a mosque:
Focus of Mosque visit: How do parts of the building help
Muslims worship?


Before: Prepare questions to ask the Imam / host at the
mosque.

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Discussion of each area, particularly focusing on worship in
the mosque.


After:
 ‘Build’ the mosque using construction blocks and create
information labels for different areas of the mosque
explaining their significance.
 Create a floor plan of the mosque to show the layout,
labelled with significant areas and information. Include
labels: Mihrab, Minbar, Dome (facing Makkah), Minarets,
Women’s / Men’s areas.
 or Create a guide book for the mosque.
 or Design a mosaic wall that could be displayed in the
mosque;
Southwark Diocesan Syllabus for Religious Education
Points To Note
In this session, aim to take the pupils to visit a
mosque, preferably the mosque most local to
the school.
There may be Muslim pupils in the class who
attend the mosque and are happy to show the
rest of the class around their mosque and teach
the rest of the class about worship that takes
place in the mosque.
If it is really not possible to visit a mosque:
Virtual tour of mosque such as
http://www.surreyplacesofworship.org.uk/virtual
visits/mosque/
http://www.thebcom.org/mosquetour/index.htm
Sensitivities:
Remind everyone on the visit of the customs
and reasons for following these as they enter
mosque. Remove shoes. Females may need to
wear head scarves.
Resources:
Mosque PowerPoints on the Internet.
Parts of the Mosque video clip:
http://www.bbc.co.uk/learningzone/clips/howmosques-are-used/3296.html
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
Learning Objectives
AT1
AT2
Suggested Teaching Activities
 or KS2: Pupils use ICT to research the importance, uses
and details about different features of the mosque.
(Possible RE and ICT assessment opportunity)
Points To Note
The Imam
Research the role of the imam in the mosque and within the
Muslim community.
Write a job specification for the imam, taking into account his
duties and responsibilities.


ISLAM

Extension: The Madrasa
Research the madrasa (school) in the mosque.
Who attends? Why? What is studied? Why is it important for
Muslims? Why does it take place within the mosque?
Create an advertisement for the madrasa, reminding Muslim
children to attend / Muslim parents / carers to bring their
children.
Opportunity to assess pupils’ understanding, to date, of why
each area is important / what it is used for / symbolises.


Plenary:
How is a mosque similar to / different from other places of
worship?
How is the mosque significant for Muslims?
How does this compare to the significance of other holy
buildings for worshippers of other faiths?
Southwark Diocesan Syllabus for Religious Education
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
Learning Objectives
Lesson 6
Pupils should:
AT1
KS1: Natural objects,
KS2: Geometric
shapes.
AT2
Suggested Teaching Activities
Is Pattern Important In Islam?

AT1:
Show how
patterns are important
in Islam.
ISLAM
KS1:
AT1: Take a close look at the prayer mat.
Identify the patterns on the mat and explain that Muslims
don’t draw pictures of Allah instead they make patterns of
natural things.
This is because Muslims believe that Allah is the Creator of
everything and so great that no-one else could produce a
picture of Him that is good enough to show how good He
really is.
Muslims believe that Allah gave everything, including people, a
pattern, order or purpose.
AT2:
KS1:
I can reflect on my
own and others’
responses to the
natural world
A common feature of Islamic art is surfaces being covered
with geometric patterns.
Research how geometry is seen to be spiritual.
What do circle and repeating patterns symbolise? Which links
can we make with art of other faiths? e.g. Hinduism - Diwali,
festival of light: Rangoli patterns, henna art, etc.)
KS2:
I can reflect on my
own and others’
responses to Islamic
art.
Islamic art focuses on the spiritual representation of objects
and beings, and not their physical qualities. Muslim art does
not attempt to replicate nature as it is, but tries to convey
what it represents. This is because Muslims believe that Allah
created everything and that no human, in reproducing
anything that He created, could ever artistically reproduce it
as good as Allah made it.
Points To Note
Sensitivities:
Remind the children that it is disrespectful to
draw animals or humans within works of Islamic
art and discuss why.
Resources:
Video clip showing why Islamic art is important:
www.reonline.org.uk/specials/religion_and_the_
arts/ks1/islam.htm
TES resources:
shapes-and-patterns-in-islamic-art
islamic-art-geometric-patterns-and-ceramic-tiles
BBC Learning Zone video clip:
‘Art of the Qur’an’ focusing on the Sultan
Baybars Qur'an In the British Museum.
http://www.bbc.co.uk/learningzone/clips/the-artof-the-quran/4224.html
Watch video clip to find out why Islamic art is important.
Southwark Diocesan Syllabus for Religious Education
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
Learning Objectives
AT1

ISLAM
AT2
Suggested Teaching Activities
Fit basic shapes together to make geometric patterns -design
Islamic tile patterns.
Create Muslim style tiles and bring these together to display
as an Islamic frieze.
Show key religious beliefs in Islam, i.e. Allah as Creator
created order, beauty and complexity in His world.

AT2: Go on a walk outside, collect some natural things / take
pictures or sit outside and reflect on the beauty of creation
and the importance of looking after our natural environment.
Is this important for people of other / all religions?
This is important for people of all different religions.
Emphasise that Muslims, Christians and Jews worship God,
believing Him to be their Creator and they all want to live in
the way their Creator thinks best.
Pupils to make a collage using natural materials and write
about what things they think are beautiful in the world. What
things do you think are amazing and why?
Describe how they think / believe it was created, the beauty
of the object and what it means to them.
KS2:
Explain that the artwork used on the cover of Qur’ans (and
inside some editions) reflects Muslims beliefs about Allah.
Watch video clip: ‘Art of the Qur’an’ focusing on the Sultan
Baybars Qur'an In the British Museum.
How/ why has the artwork been chosen / made in that style?
Which beliefs about Allah are shown through it?
Southwark Diocesan Syllabus for Religious Education
Points To Note
Art of The Qur’an Teacher Notes
Qur’an written from right to left so the
hand moves towards the heart.
Calligraphy (beautiful writing) was
developed to show further respect for the
words.
Patterns and designs that decorate the
Qur’an are another way of showing faith
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
Learning Objectives
AT1
AT2
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ISLAM
Suggested Teaching Activities
Record key words about the character and nature of Allah for
Muslims on the IWB. Display the Al-Fatihah (first seven verses
of The Qur’an) for extra ideas. Look at examples of Islamic
art on the IWB and discuss their features (geometric patterns,
intricate, lots of gold, etc.)
Points To Note
and respect and are called illuminations.
Geometric patterns represent Allah as
‘order’ and ‘harmony’, ‘beauty’, ‘unity’ and
‘infinity’ (as opposed to the opposites, e.g.
chaos).
Activity:
(Possible assessment opportunity.)
Children choose a verse/ phrase/ from the Al-Fatihah to
describe Allah that they think would be particularly important
to Muslims.
Supporting activity: Children choose one of Allah’s 99 names as
the focus for their collage.
Create Islamic collage art, (featuring straight lines and
geometric shapes) that reflect the verse or name.
Plenary:
Share artwork in pairs and identify / discuss the idea(s) about
Allah that have been represented. How well do pupils feel the
art reflects Muslim beliefs about Allah found in the Al-Fatihah?
How does Islamic art compare to the art of other religions?
Display examples of artwork using the visualiser and play The
Call To Prayer / appropriate music to allow the pupils time to
reflect.
Which ideas about Allah are being shown here? Why? How
does the art make you feel? What do you wonder about it?
Does the artwork express anything else to answer the key
question of this unit, “What does it mean to be a Muslim?”
How? What? What art do you think would best describe your
beliefs / faith / other faiths?
Southwark Diocesan Syllabus for Religious Education
Southwark Diocesan Board of Education
WHAT DOES IT MEAN TO BE A MUSLIM?
Southwark Diocesan Syllabus for Religious Education
ISLAM
Southwark Diocesan Board of Education