Download CAG 2 SOW Y7 Islam Scheme of Work

Scheme of Work Title: Islam
Year: 7
Term: Spring One
Religious Studies
Unit Overview
This unit is designed to give students a brief overview of the foundations and key beliefs of the religion of Islam. This is built on in more detail in Year 8 when students
consider the implications of living a religious lifestyle in more detail. Students begin by looking at the life of Muhammad (pbuh) and how the religion of Islam was founded,
this is taken further by a study of why the rules that were introduced were introduced. Students look at some of the social issues that existed at the time of Muhammad
(pbuh) and how he attempted to solve these by introducing rules against alcohol and also why he allowed polygamy. It is hoped that this will go some way in dispelling
some of the more popular myths surrounding this religion. Students will then go on to look at the 5 Pillars of Islam, what they are and how they are put into practice.
Finally, students will consider the nature of God in Islam by looking at the 99 names of Allah and what these are believed to reveal about the divine nature. Most classes
will then go on to consider Islamic beliefs about the afterlife, however, individual classroom teachers may decide not to teach this lesson depending on the circumstances of
the children in their groups.
Skills and Concepts covered
The nature of many of the activities in this scheme encourage students to develop their more independent research skills – looking at information and drawing their own
conclusions on it. For example, students will investigate the social problems in Saudi Arabia at the time of Muhammad (pbuh) and from this will draw their own conclusions
about how they could best be solved. Students will also continue to develop their team working skills as many of the tasks and activities are group or paired work based.
The assessments and activities in place in this scheme also encourage students to develop their extended writing skills and writing to inform.
The key concepts covered are included in the detail below more fully. However, students will be considering concepts of leadership, social policy, faith, charity, prayer,
sacrifice, the divine and the afterlife.
Expectations
All students must be able to identify and describe the key events of the life of Muhammad (pbuh) and the rules that he put in place in the early Ummah. They must be able
to identify and briefly outline each of the 5 Pillars of Islam using some religious language. All students are expected to be able to describe some beliefs about Allah using a
selection of the 99 names used by Muslims to describe Him. Finally, students who participate in the final lesson of the scheme are expected to be able to describe the key
Muslim beliefs about the Last Day and life after death.
Most students should be able to identify the most important events in the life of Muhammad (pbuh) and explain why these events are so important. They should be able
to suggest some reasons why Muhammad (pbuh) introduced the rules he did in the early Ummah. Most students should also be able to explain the meaning of the 5 Pillars
and how these are practised by Muslims today. They should also be able to explain what Muslims believe about God using a range of key words and the 99 names used by
Muslims for Allah. Finally, students who participate in the final lesson of the scheme should be able to explain why Muslims perform the funerary rites that they do, making
reference to beliefs about life after death.
Some students could be able to compare and contrast the life of Muhammad (pbuh) with other religious founders (they have already looked at Abraham and Jesus) and
suggest how these similarities and differences have affected the religions that have since developed. They may be able to compare the social problems prevalent in Saudi
Arabia at the time of Muhammad (pbuh) and those in our own society, considering whether similar measures would work in this culture. Students may be able to consider
the challenges of the 5 Pillars for modern Muslims and comment on why they are so important to followers. Some students might be able to explain beliefs about God in
great detail using a wide range of key words with eloquence and accuracy. Finally, those who participate in the final lesson of the scheme may be able to comment on how
Muslim beliefs about the Last Day and life after death might affect the way in which someone chooses to live their life.
Prior learning and likely student misconceptions
It would be useful if students had a point of comparison in other monotheistic religions. This should be in place as students have considered Judaism and Christianity
during the last term. This will enable the more able to do the comparative work that is essential for the higher levels of attainment. It would also be useful if students were
able to see the continuity between the 3 main monotheistic faiths and teachers should be sure to point this out – for example Jesus is considered to be a prophet by
Muslims (who call him Isha). This allows students to see how religion is a changing phenomena and not simply a conservative force.
Students may have some negative pre-conceptions about this faith. It is a good idea to deal with these head on as long as this is done in a sensitive way. The third lesson in
the scheme is designed to show students exactly why some of the laws that exist within the faith are there – especially in terms of the rules surrounding polygamy.
ICT, Literacy and Numeracy
ICT: Staff are encouraged to use opportunities to include ICT in their lessons. Most lessons are supported by AV resources and the opportunity to book lessons in computer
rooms is available using the school booking system.
Literacy: Opportunities to develop literacy skills are included in every lesson in this scheme – these are described in the links section of the detailed overview below.
Numeracy: Opportunities to develop numeracy skills are included in every lesson in this scheme – these are described in the links section of the detailed overview below.
Inclusion and ECM
Being safe and staying healthy: This is encouraged during lesson three in particular where students look at the social problems associated with drinking and (to a lesser
extent and in an age appropriate way) promiscuity. Teachers are encouraged to engage students in some thought about the personal and health implications of these also.
Economic Well Being: Students continue to develop their team working skills which will enable them to work successfully with others in school and beyond. There are also
opportunities for self reflection and target setting for improvement.
Making a Positive Contribution: Again, with continued emphasis on team work, students understand the importance of contributing to a larger whole. They also consider
the idea of social justice and their role in this through their consideration both of the early Ummah and of the Pillar of Zakah.
Enjoy and Achieve: Frequent opportunities for students to reflect on their learning and the learning of others allows them to set and achieve their own goals and targets.
Dept. AfL inserts reinforce this.
Assessment for Learning
Students should be involved in self and peer assessment regularly, opportunities are build into this scheme but others should be made where appropriate. Students
should be using their progress tracker in the front of their books to identify their current performance and how to move on every lesson. Students work should be marked
in accordance to the dept policy (issued Dec 13) and clear dialogue between staff and students should be in evidence.
PLTS
Independent Enquirers: The investigative nature of lesson 3 and 4 lend themselves well to this skill. However, independent enquiry is central to most of the lessons on this
scheme.
Creative Thinkers: The problem solving element of lesson 3 and the creative aspect of lesson 6 both lend themselves to this skill.
Reflective Learners: Students should be reflecting on their learning and the learning of others during every lesson using their AfL inserts, peer and self assessment.
Team Workers: Most lessons in this scheme include and encourage team working and so this skill is explicit throughout the entire unit of work.
Self Managers: The independent and investigative nature of many of the activities within this scheme encourage students to work to a deadline and to delegate tasks
within a group. This is perhaps most explicit during lesson 4.
Effective Participators: All students should participate fully in lessons. This is encouraged through the use of differentiation by co-ordination.
Community Cohesion
This unit highlights and attempts to dispel many of the divisive myths that surround Islam in the modern world and so, in this respect especially, the entire scheme
promotes community cohesion in wider society. Further, the focus on team and group work allows students to see the benefits and importance of collaborative working.
Elements of the scheme such as the work surrounding Zakah and the early Ummah allow students to consider the issue of social justice and the role that we can all play in
that.
Resources
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Lesson
Who was Muhammad (pbuh)?
Who was Muhammad (pbuh)?
What was the first Muslim community like (Ummah)?
What are the 5 Pillars?
What are the 5 Pillars?
What do Muslims believe about Allah?
What do Muslims believe about life after death?
Home Learning
To be set after half term.
Departmental Assessments
Story board of key events.
Extended writing on the importance of the 5 Pillars.
Learning Objectives
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Must be able to
describe key events
in the life of
Muhammad (pbuh).
(3-4)

Should be able to
explain why some
events in the life of
Muhammad (pbuh)
are especially
important. (5-6)
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Could be able to
evaluate the
importance of
events in the life of
Muhammad (pbuh)
and link to the
culture of the time.
(7-8)
Must be able to
describe what it
would have been
like to be part of the
first Muslim
community. (3-4)
Should be able to

Possible Activities
Lesson One and Two – Who was Muhammad>
Starter: 4 pictures/1 Word (answer = Islam). Ask students to
estimate how many Muslims there are in the world – link to to
influence of just one person.
Main: Watch the Animated World Faiths Life of Muhammad
(pbuh) cartoon. Students need to identify the 4 most
important events in his life.
Feedback and collate ideas to ensure that students have
recognised key events – these need to be events of religious
rather than personal importance. For example the revelation
of the Qur’an would be an event of religious importance
whereas his marriage to Khadija (though important culturally0
would be of more personal importance. Students then work in
pairs to gather ideas as to why these events are important.
Students then put the events into a story board using the
marking scheme. Make sure you allow students plenty of time
to do this as it will form an assessment.
Plenary: Hotseating activity. If you prefer, you could ask
students to complete an emotions graph on this – the idea is
that they should be able to empathise with Muhammad (pbuh)
at various points within his life.
Cover Lesson: P4-5 of MWR “Islam”. Answer Learning about 1-3.
Complete story board activity. If facilities are in place, students could
watch cartoon as well.
Lesson Three – What was the first Muslim community like?
 Starter: Watch clip of “The Message” – identify social
problems shown in the early Ummah. Feedback using mini
whiteboards. For weaker groups use the section from the
animated world faiths cartoon used previously where the
woman describes the problems that the early community
encountered (ask PSS if unsure)
Differentiation and Extension
For those who need extra support:
Cribbed story boards with
sentence matches (some will be
able to progress without the
sentence matchers)
Could pair students with more able
in order to support them with
identifying importance.
For those who need stretching:
Mark scheme guides students in
achieving at the highest levels.
Differentiation by co-ordination.
For those who need extra support:
Differentiate groups by coordination.
For those who need stretching:
Differentiate groups by coordination.
Links/Keywords/Assessment
Links:
SMSC - empathy
Pleats – empathy
Num – estimating and
emotions graph.
Lit – Written element of
story board and speaking
and listening.
History
Citizenship
Key Words:
Muhammad (pbuh)
Saudi Arabia
Mecca
Madina
Prophet
Qur’an
Laylat ul Qadr
Ramadan
Assessment:
F: Story board
I: Feedback sessions and
hotseating.
Links:
SMSC – Social responsibility,
empathy with others and
the need for laws.
Num – Venn diagram.
Lit – Speaking and listening.
Pleats – Team workers and
Learning Objectives
explain why the
Muslim community
developed as it did.
(5-6)
 Could be able to
evaluate whether
this lifestyle would
be relevant or
possible today. (7-8)
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Possible Activities
 Main: Put students into groups. Hand out blank cards and ask
students to choose 3 social issues Muhammad (pbuh) faced
when starting the early Islamic community (encourage students
to use key words such as Ummah). They have to work together
to decide how these challenges could be overcome. Basically,
they are setting the rules for the early Ummah.
 Students present their ideas to the class – whilst presenting,
the other students should evaluate the difficulties each group
might face in implementing their strategies.
 Plenary: Compare and contrast, using a venn diagram how
they and Muhammad (pbuh) tried to solve the problems.
More able could then consider whether any of these strategies
would be relevant in our society today.
Cover Lesson: Read p46-47 of MWR “Islam”. Complete all questions
in full.
Lesson Four and Five – What are the 5 Pillars?
Must be able to
 Starter: Objectives into a title.
describe the 5 Pillars
 Main: Market place activity on the 5 Pillars of Islam. Enquiry
of Islam. (3-4)
question: “Why are the 5 Pillars important to Muslims?” Use
Should be able to
sections from textbook.
explain why the 5
 Groups work together to write a response to the enquiry
Pillars of Islam are
question using marking scheme. Students should have access
important to
to the Islam key words cards and the connectives cards.
Muslims. (5-6)
Although students are working as a group to share ideas – each
Could be able to
student should produce a piece of writing.
evaluate the impact
 Plenary: Which of the Pillars would be hardest to follow graph.
of following the 5
Pillars in the modern Cover lesson: Read p18-19 of MWR “Islam”. Create a diagram to
day. (7-8)
show the 5 Pillars (5 duties – p18) of Muslims. Complete all learning
about religion questions. Complete q3 of learning from religion
section. Do assessment and graph.
Differentiation and Extension
Links/Keywords/Assessment
empathy with others.
History
Citizenship
Geography
PHSCE
Key Words:
Ummah
Muhammad (pbuh)
Rules
Guidelines
Protection
Assessment:
I: Presentations and Venn
diagrams.
For those who need extra support:
Differentiate groups by coordination.
Key words lists.
Connectives cards.
If you have some students in you
class who struggle with writing you
will need to produce suitable
support materials for them.
For those who need stretching:
Differentiation by co-ordination.
Marking scheme allows students to
achieve the highest levels.
Links:
PSE.
Citizenship.
Lit – Extended writing using
connectives and key words.
Num – Graph
SMSC – Empathy and
cultural differences
Pleats – Empathy and team
workers.
Key Words:
Shahdah
Salah
Sawm
Zakah
Hajj
Assessment:
F: Extended writing
I: Graph
Learning Objectives
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Must be able to
identify and
describe some of
the names used for
Allah. (3-4)
Should be able to
explain what
Muslims believe
about Allah using
key words. (5-6)
Could be able to link
the beliefs about
God with Muslim
practice. (7-8)
Must be able to
Possible Activities
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Lesson Six – What do Muslims believe about Allah?
Starter: Play the nickname game on the PPT. Discuss why
people give each other nick names and what they say about a
person. What are the students nicknames? Why did they get
them?
Main: Hand out 99 names sheets. Explain that these are the
nicknames that Muslims give to their God – Allah. Ask students
to look through the sheet and highlight 3 names they think are
really good and 3 they are not sure about. They should discuss
this with a partner.
Students use the names of Allah and their prior learning about
the 5 Pillars to write a poem about Muslim beliefs about God.
Plenary: Swap poems and peer assess how well the poem
shows Muslim belliefs.
Lesson Seven – What do Muslims believe about life after death?
Differentiation and Extension
For those who need extra support:
Differentiation by co-ordination.
Use fewer names.
Consider the font and colour of the
printing.
For those who need stretching:
Differentiation by co-ordination.
Consider using some original text
from the Qur’an (KAS would be a
good person to ask!)
Links/Keywords/Assessment
Links:
SMSC – Considering the
nature of the divine and
social interaction.
Lit – Using different writing
styles (poem).
Num – Using number.
PLEATs – Synthesising
information, working with
other, reflection on
progress.
Key Words:
Allah
99 Names
For those who need extra support:
Assessment:
F: Poem
I: Discussion and paired
work.
Links:
Learning Objectives
describe key Muslim
beliefs about life
after death. (3-4)
 Should be able to
explain why
Muslims believe
what they do about
the Last Day (5-6)
 Could be able to
evaluate the
positive and
negative impact of
this belief (7-8)
Possible Activities
Differentiation and Extension
Differentiation by co-ordination.
Links/Keywords/Assessment
SMSC
Key Words:
Assessment
For those who need stretching: