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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. 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 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. 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. 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 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. 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 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