Download Scheme of Learning GCSE EDEXCEL B Muslim Belief Paper 2

Esther Messinger
Bristol Cathedral School
Unfinished GCSE (9-1) Edexcel Religious Studies B 2016
Area of Study 2 Religion, Peace and Conflict ISLAM Section 1: Muslim Beliefs
2017
The intention is that this section of the area of study is taught over the course of 4 schemes:
The Nature of God in Christianity and Islam Complete with resources
Islamic History and Authority Complete with resources
What is death? Incomplete
Sufi Islam Incomplete
The Nature of God in Islam & Christianity
This lesson is taught at the outset of Year 10 within a topic about belief. Students complete a comparative essay on Christian and Muslim belief of God as a result of
this topic.
Lesson title
Learning Objectives
Teaching and learning strategies and pupil
activities
A What is the
nature of
Allah:
personal or
impersonal?
To know and understand
something of the nature of
Allah and understand why
these characteristics are
important.
1.
Specification ref:
1.2
2.
3.
4.
5.
Islamic History and Authority
Define the meaning of personal and
impersonal God. Listen to the lyrics and
annotate the text finding characterists of
Allah (transcendence, immanence,
omnipotence and all other words
student decide in their definition)
Source work. Students work individually
or in groups to study the sources.
Decide, according to their
understanding if Allah is a personal or
impersonal God.
Written task to find evidence to outline
the belief of the characteristics of Allah.
Plenary – Rhyme for the lesson
Learning Outcomes
Resources
Essential: To be able to explain
Muslims’ belief of Allah using some
of the 99 names of Allah.
http://www.bing.com/videos/sear
ch?q=dawud+wharnsby+surrend
er&&view=detail&mid=3D66EAC
E3493E8DF3CD03D66EACE34
93E8DF3CD0&FORM=VRDGA
R
Extended: To know the
characteristics* of Allah are shown
in the Qur’an and why they are
important. * Tawhid (inc Surah
16:35-36) Immanence,
transcendence, omnipotence,
beneficence, mercy, fairness and
justice.
Word document – Sources for
Nature of Allah.
Teacher resources
Powerpoint
Directed student study:
Research a prophet of Islam (Adam, Ibrahim, Isma’il, Musa, Dawud, Isa or Muhammad) and prepare a presentation to the class. Show a good understanding of their lives,
the risalah and how they inspire a Muslim today.
Lesson Title
Learning Objectives
Teaching and learning strategies and pupil
activities
Learning Outcomes
Resources
B.Who was
Muhammad?
To know the significance of the
person of Muhammad for
Muslims. To personally reflect
on his life as an exemplar in
today’s world.
Flipped learning – Watch the video and think
about/record/talk about Muhammad.
Essential: To know that Muhammad
and his contemporaries lived in a
time of conflict and oppression. To
understand what Muhammad
offered people as a spiritual and
political leader, warrior and rebel. To
discuss what Muhammad taught
about Allah.
Student resources
1.
Specification ref:
1.1
1.2
1.4
6.
2.
3.
Write and pass activity using the
question: ‘What do we know about
Muhammad’ encourage students to
consider where he lived, what he
taught, how he affected his followers.’
Guided contemplation. Stilling exercise:
Moving to a new school or Listen to
Zain Bikhu’s nasheed ‘Allahu Allahu”
and describe the Prophet for a Muslim.
Alphabet challenge. Using all the
resources available students in groups
of 3 find adjectives to describe
Muhammad for Muslims, they must be
ready to defend their reasons why also.
‘Muhammad is the best role model’
Reasons for and reasons against in
groups of 6 you have to prepare a
debate that the class can watch.
Extended:
Challenge:
Animated faith DVD, also
available at:
https://www.youtube.com/watch
?v=x_7K9da5Yqg
http://www.bing.com/videos/sear
ch?q=nasheed+zain+bikhu+alla
hu+allahu+english+subtitles&&vi
ew=detail&mid=2EEC5968FE30
25A58E5E2EEC5968FE3025A5
8E5E&FORM=VRDGAR
Available on itunes also
Teacher resources
http://prophetofislam.com/what_
do_muslims_say.php
http://www.bbc.co.uk/education/
clips/zh8n34j
C. How
important is
the role of the
prophet?
To understand the importance
of prophethood for Muslims.
1.
Specification ref:
1.4
2.
3.
4.
5.
Who do you follow? Is it right to say that
there is a lack of positive role models
for teenagers today?
Worksheet ‘Why has Allah sent
prophets?’
Teacher talk the 7 key prophets,
introduce homework of research and
present on of the 7.
Step up to the line task for analysis of
notion of prophethood.
Talking chips ‘Assuming God exists,
following a prophet is the best way to
Essential: Know who the prophets
are and why they are important to
Muslims.
Student resources
Extended: To talk about specific
examples of the lives of the
prophets
Teacher resources
Challenge: Draw on your knowledge
from Christianity and other religions
during the ‘Step up to the line’ task.
Worksheet
http://www.express.co.uk/news/
uk/350807/Children-lack-goodrole-models
Power point
Statements
Chalk
6.
D. Sunni or
Shia: are
they really
so different?
To understand the divisions
in Islam and evaluate the
degree of difference
between Sunni and Shia
Muslims.
Specification ref’:
1.1
E Who are
the 12
Imams?
How do the
five
Principles of
faith shape
To be introduced to the 12
Imams. To know the five
roots of Usul ad-Din in
Shi’a Islam and why they
are important to Shi’a
Muslims today.
understand God’
Simile plenary – Prophethood to Islam
is like … to …
Flipped learning - Read through power point
‘Sunni & Shia flipped learning’ and record
some differences between Sunni and Shia.
1. Cartoon study: What is the
message and is it the same for all
three images
2. Watch video about the divide in the
UK, think pair share 3 questions to
ask the teacher.
3. Teacher talk, using images to cover
the initial cause of division (context)
the question of leadership and
authority, the shared core beliefs.
4. Post it notes. Students enter
thoughts on post it notes and stick
onto the board: three colours,
second colour to develop initial
ideas, third to ask questions.
5. Class recording time
6. Group discussions and 60 second
presentations: What kind of actions
could the differences between
Sunni and Shia lead to? Do you
think there could be a compromise
between the two branches in the
future or is it too late? What steps
could be taken in order to ensure
peace?
Essential: To know some shared
and contrasting beliefs and
practices.
Flipped Learning – Use worksheet to create
a memory tool for the 5 principles and
match each principles of faith to
explanations.
1. Thunk: Can you choose who to
love? Can you choose not to love
someone?
Essential – Know the meaning of
the five principles of faith.
Student resources
http://www.bbc.co.uk/gui
des/z373wmn
Extended: Be able to discuss the
significance of the differences.
Teacher resources
Challenge: To identify political
landscape regarding the
religious divide.
Powerpoint
Post-it notes
http://jcpa.org/article/sun
ni-vs-shiite-in-saudiarabia/
http://www.bbc.co.uk/pro
grammes/b03b0q9r
http://www.internationali
mamhussaincouncil.org/
about-us/
Extended – Be able to use the
stories as sources to illuminate
the principles of faith.
Student resource
Five Principles of Faith
Worksheet
Stories from the Shi’a
tradition
the lives of
Shi’a
Muslims?
F What is
holy writing
for a Muslim
and why is it
so
significant?
GUEST
SPEAKER
Specification ref:
1.2
To know the nature and
origins of the Qur’an and
the four scriptures it
endorses.
Specification ref:
1.5
To understand the attitude
presented from a member
of the Ummah.
Specification ref:
1.5
G What do
Muslim
To be able to use scripture
to explain why Amina
2. Iconography of 12 Imams. See?
Think? Wonder?
3. Organise students into groups to
study stories from Shia tradition –
nb the final story is the most
challenging.
4. Exam practice. Part b answers to
assess and report on.
5. Takeaway 3 Plenary
Teacher resource
http://www.correctisla
micfaith.com/shiaitesth
eirbeliefs.htm
http://www.chennaishiayou
th.com/short-stories.html
Flipped Learning – Watch
http://www.bbc.co.uk/education/clips/zr
6tvcw Prepare a response to the question:
How do you know the Qur’an is important
for Muslims?
This lesson may work best as a talking only
lesson using a circle time approach.
1. Perceptions Philosophy Starter:
How many rainbows? Or The Duck
and Rabbit
2. Origins card sort exercise looking
at the Qur’an and the four
scriptures it endorses: Torah,
Psalms, Gospel and Scrolls.
3. Find passages – text analysis to
know the nature and significance
of scripture.
4. Grade yourself plenary.
Knowledge, Understanding and
Skill.
Essential: To name some holy
books and explain their
significance.
Student resource
Extended: To discuss the
different ‘uses’ of the
scriptures.
Qur’an
Guest speaker (Sixth former. Parent.
Community leader) NB Follow school
safeguarding policy.
Essential
Teacher resource
Challenge
Visual Aids of power point if
using circle time
Power point
Extended
Hot seating – why is the Qur’an important
to you in your life today?
Challenge
1. Two ticks and a question on the
prologue to Wadud’s ‘Gender
http://www.bbc.co.uk/educ
ation/clips/zr6tvcw
Essential: To be able to explain
an Islamic feminist attitude
feminists
have to say
about Holy
Writing?
Wadud calls for a Gender
Jihad.
To evaluate a need for a
gender jihad within Islam.
Specification ref:
1.5
H Malaikah
To know the nature and
importance of angels for
Muslims.
Specification ref:
1.6
Jihad’ or describe what might be
meant by a ‘patriarchal bargain’.
2. Silent conversation resource.
Studesnts move freely around the
room with a pen commenting on a
range of texts from the Qur’an,
Hadith, Sunna and Wadud’s work.
3. Group reflection: see power point
questions.
4. Class divide debate – ‘True belief is
liberating to all’
Flipped Learning – Read Surah 19: 16-40
(the angel visits Maryam) Compare this
account with the Christian account
1. Match a sketch with an an angel
listed in the Qur’an.
2. ‘Fact Off’ Students study the Fact
Off worksheet for a set time and
then play against another team to
recall facts.
3. Categorise to consider the nature
and importance of angels for
Muslims today.
4. Role Play with allocated characters
to recreate the importance of
angels today for Muslims.
towards the Qur’an.
Extended:
Challenge
Essential – To show how
Muslims understand the nature
of angels and the significance of
them in peoples’ lives today.
Extended – To evaluate how
belief in angels may be a
challenge or a advantage for
Muslims today.
Student resources
http://islamqa.info/en/843
Highlighters, Scissors
Teacher resource
Powerpoint
Challenge – To include an
analysis of scripture and a range
of Muslim attitudes.
What is Death? What can we learn from the Christian and Muslim tradition?
These lessons are taught within the topic named above. The final task of this topic is to create a piece of art work that shows your understanding of death. Your
art must include explanatory notes and will be part of an exhibition.
Lesson title
1.7
1.8
Learning Objectives
Teaching and learning strategies and pupil
activities
1. “Death is the dark backing a mirror
needs if we are to see anything”. What
do you think death is?
2.
Learning Outcomes
Resources
Section 2:
Battle of Badr – Hussian
http://www.bing.com/videos/search?q=Shia+Islam+Documentary&&view=detail&mid=59625616956B1085912C59625616956B1085912C&FORM=VRDGAR
Shia Islam in Prison USA
http://www.bing.com/videos/search?q=Shia+Islam+Documentary&&view=detail&mid=58C0BFEEE4CB62BDE02558C0BFEEE4CB62BDE025&FORM=VRDGAR