Download Unit 5: KS2 Key Theme: RELIGION AND THE INDIVIDUAL Year 4

Unit 5:
KS2 Key Theme: Religion and the Individual
Year 4
Spring Term
ABOUT THIS UNIT:
Work in this unit will enable children to explore aspects of, Christianity and Islam and to discover what is expected of a
person who follows a religion. Important questions around ‘faith’ will provide children with opportunities to relate this
concept to their own lives and people in the local community.
Estimated time for this unit: One term
Focused Religions: Christianity and Islam
Where this unit fits in:
This unit takes place during the Spring Term of Year 4 and builds on the previous unit - Inspirational People and
precedes the Summer Term Unit on Religion, Family and Community. Year 4 overall focuses on people in religion and
what it means to belong to a religion.
KEY LEARNING OUTCOMES (from the programmes of study)
AT1 a)
AT1 b)
describe the key aspects of religions, especially the people, stories and traditions which influence beliefs and
values.
describe the variety of practices and ways of life that are closely connected to beliefs and teachings.
AT2 a) reflect on what it means to belong to a faith community, communicating their own and others’ responses
thoughtfully.
b) respond to the challenges of commitment both in their own lives and within religious traditions, recognizing how
committed to a religion is shown in a variety of ways.
KEY STRANDS ADDRESSED BY THIS UNIT
AT1 -
Practices and Ways of Life
AT2 -
Values and Commitments
LINKS TO THE EVERY CHILD MATTERS AGENDA

Being Healthy - promote their self-esteem and recognize the importance of the spiritual dimension of life.

Enjoyment and Achievement - promoting pupils’ own ideas and providing opportunities to explore and
reflect on key question and values.
CONTRIBUTIONS TO PUPILS’ SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT
Spiritual Development - considering the value, purpose and dignity of human beings
Moral Development
- reflecting on what is of ultimate value
Cultural Development - developing respect for and sensitivity to the beliefs and values of others
KEY SKILLS
Empathy - Enquiry - Communication
KEY ATTITUDES
Respect for all
Self awareness
Prior learning
Vocabulary
It is helpful if children will
have:
In this unit, children will
have an opportunity to use
words and phrases
related to:
Gained understanding and
experience from the previous
unit on Inspirational People.
Being a follower
Prayer
Sermon on the Mount
The Golden Rule
5 Pillars
Shahadah
Salat
Resources
The Bible – New Testament
Books and resources on the 5
Pillars and life of Muhammad
Internet sites
Examples of Islamic patterns
EXPECTATIONS at the end of this unit:
Nearly all can: (at level 2)


talk about some of the things that are the same for different religious people (AT1)
talk about what is important to me and to others with respect to prayer (AT2)
Pupil friendly level descriptions: I can


talk about some of the things that are the same for different religious people AT1
ask about what happens to others with respect for their feelings AT2
Many can: (at level 3)


describe some of the things that are the same and different for religious people (AT1)
link things that are important to me and other people with the way I think and behave
(AT2)
Pupil friendly level descriptions: I can …..


describe some of the things that are the same and different for religious people. AT1
compare some of the things that influence me with those that influence other people.
AT2
Some children will have progressed further and can: (at level 4)

use the right religious words to describe and compare what practices and experiences
may be involved in belonging to different religious groups. AT1

ask questions about the meaning and purpose of life, and suggest a range of answers
which might be given by me as well as people from different religious groups. AT2
Pupil friendly level descriptions: I can ……

use religious language to describe and compare what practices and experience may be
involved in belonging to different religious groups.
AT1

ask questions about who we are and where we belong, and suggest answers which refer
to people who have inspired and influenced myself and others. AT2
Key questions
What does it mean
to be a follower?
LEARNING OBJECTIVES
Pupils should learn:

to reflect on present day
celebrities - ‘idols’.

to reflect on sources of
inspiration.
Teaching and Learning Activities
 Ask the children to describe why
they or others follow a pop band
or football team, etc. Responses
can be discussed in groups and
common themes highlighted.
What feelings do we get from
following/experiencing?
 Children could be invited to share
their own responses and bring in
to school any posters, music or
other related material. Children
will need to be encouraged to
express their feelings and
experiences connected to
‘following’.
 Children consider the question,
“What makes a loyal follower?”
What does
following a
religion mean?

to recognize that certain
actions and practices
follow a commitment to a
religion.
Assessment Opportunities
 Introduce the theme of Religion
and the Individual and
particularly - what is expected of
a person who follows a religion
or belief?
 “Thought shower” what the
children remember from the
previous unit - Inspirational
People - about Jesus and
Muhammad.
 Briefly re-cap from previous unit.
 What was it about them that
people respected and admired?
Why did people follow them and
continue to do so today?

Children could interview
each other in TV chat
show style or be invited to
create their own montage.
Links / points to note
Key questions
What did Jesus
teach and tell
people to do?
LEARNING OBJECTIVES
Pupils should learn:

to consider how teachers
and writers use stories to
teach particular ideas.

to use and interpret
information from the Bible.
Teaching and Learning Activities





How did
Muhammad teach?

to recognize the key
events from
Muhammad’s life.

Look at Jesus’ teaching
‘Sermon on the Mount’ Matthew
Chapter 5-7.
Choose examples of Jesus’
teaching to the people, e.g. a)
How to pray - ‘Lord’s Prayer’,
Matthew 6: 7-13;
b) Trust, Matthew 6: 25-34;
c) The Golden rule, Matthew 7:
12;
d) The True follower, Matthew
7: 24-27
Children can explore ‘The
Golden Rule’ - How easy or
difficult is it to practise?
If everyone followed this one
rule what difference would it
make?
Other stories and Parables can
be expressed through role play
and could be performed at
collective worship or an
assembly.
Invite a speaker from the
Christian community to talk
about the importance of their
faith.
Children can response to the
question, how did Muhammad
become a great teacher?
Research through available
resources and Internet.
Assessment Opportunities

Summarize from these
extracts. “Being a
Christian means that you
should…”
Links / points to note



Children can respond
through a variety of ways
to ‘The Golden Rule’,
using music, drama, art
etc. to promote the
importance of the rule.
These extracts from the
‘Sermon on the Mount’
will need practical
examples in order to
draw out the meaning.
It is important to convey
that religion, in this case
Christianity and Islam, is
a way of living life.
Key questions
What are the 5
Pillars of Islam?
LEARNING OBJECTIVES
Pupils should learn:
Teaching and Learning Activities

to recognize the key
teachings of Islam.

Introduce the 5 Pillars as the
support of Islam.

to understand what a Muslim
is supposed to do.

The 5 Pillars are what Allah
directed Muhammad to teach.

Focus on the 1st Pillar,
‘Shahadah’. Children can write
it out and discuss the meaning
of the ‘Statement of Faith’.

What is Prayer?
How do Muslims
pray?

to explore the concept and
meaning of prayer.

to understand how prayer is
part of human expression.

to understand how prayer is
a commitment within the
Muslim way of life.
Assessment Opportunities


These can be illustrated
according to Islamic art patterns
and displayed in the classroom.
 Children can look up the
meaning of the word ‘prayer’ in
the dictionary. Explore and
discuss the meaning.

Children can make a
model or draw a picture to
illustrate the 5 Pillars.
They can be invited to
explain their meaning, as
if on radio to an audience
who know nothing about
Islam.

Children can complete the
phrase “I think some
people might pray
because ……… “

Children can record the
sequence and meaning of
the prayer.

Write a short reflection
beginning with “when I am
still and quiet…”
 When do we pray? Does
everyone pray? When are
people most likely to pray?
This could be explored during a
quiet ‘circle time’ or time of quiet
reflection.
 Explore all the rituals and
requirements associated with
Muslim prayer (Salat) including
the call to Prayer (azan) and
washing (wudu).
 A Muslim visitor could be invited
to talk about prayer and
demonstrate the rituals.
Links / points to note

Islam means peace
through submission.
Muslim means one who
has submitted to Allah
(God).
See previous Unit
regarding drawing
pictures of Muhammad.
Look at calligraphy and
Islamic/Arabesque
patterns for illustration.
Key questions
What is expected of
a person following
Christianity and
Islam?
LEARNING OBJECTIVES
Pupils should learn:
 to recognize the similarities
and differences between
Christian and Muslim
teachings.
 to understand that following
a religion involves
commitment to a way of life,
supported by practices such
as prayer.
Teaching and Learning Activities

Revisit class or school rules,
taking the theme of ‘respect for
others’.

Assuming children are all
committed to respect.
What behaviour is expected
from each child?

Children suggest what
Christians and Muslims would
say is important in life.
Assessment Opportunities
Links / points to note


The class can be divided into
groups. On the basis of the
unit so far children decide,
“What do Christians and
Muslims believe, how do
they pray, and what is
expected from them?”
Discuss similarities and
differences.

Results from this task can be
displayed in the classroom
with presentations from each
group.
Importance of
commitment as the step
leading to practice.
Key questions
Why is Hajj one
of the Five Pillars ?
LEARNING OBJECTIVES
Pupils should learn:
 About the significance of
Hajj in Islam focusing on
the importance of Makkah
and Mina and the symbolic
actions of the pilgrims
 To reflect on the importance
of special places and
journey in their own lives
Teaching and Learning Activities
Assessment Opportunities
Links / points to note
 Children share memorable
The BBC website
www.bbc.co.uk/religions/islam
has some helpful background
material.
places they have visited and
describe the journey to get
there
 Using a time-line children find
The Islamic Centre in Exeter
out about the different parts of
Hajj and the symbol actions of
Muslim pilgrims
 Children consider the place of
Hajj in Islam with the concept of
pilgrimage in Christianity noting
similarities and differences
www.exetermosque.org.uk is
willing to support schools in
developing their understanding
of Islam (tel: 01392 250597)
Key assessment task
a) design a poster which
highlights the Five Pillars
of Islam
b) prepare a presentation for
younger children on the
key features of Islam
within the Five Pillars
 to consider why Muslims
believe giving is important
Why is giving
important for
Muslims (Zakah)
 to find out more about the
work of Muslim Aid
 to reflect on the importance
of giving
 group discussion on the key
question ‘is it better to give or
receive?’
 class discuss examples of
special times they gave and
received things
 explore Zakah in Islam
 mini project on the role and
importance of Muslim Aid.

Recording of children’s
responses
Note that the concept of the Five
Pillars stems from the Hadith
collectors although the Qur’an
refers to practices associated
with the Five Pillars.
Key questions
LEARNING OBJECTIVES
Pupils should learn:
Teaching and Learning Activities
Assessment Opportunities
Links / points to note
FORMATIVE GRID
I think some people pray
because
A time I felt hungry
was when
………………
………………
……………..
…………………..
The best journey
I’ve been on is
…………………………
because
Religion and the
Individual
My most important
beliefs are
………………
………………..
………………………..
In religion I think the
hardest belief to
follow would be
I think giving is
important because
…………………
………………….
…………………………
……………………
SUMMATIVE GRID
I would now say my
most important
beliefs are
………………
During Ramadan
Muslims fast
because
………………
…………………
Prayer is really
important to Muslims
because
………………
…………………
…………………
……………………..
I have learnt that
giving might include
Hajj is important to
Muslims because
Religion and the
Individual
……………………
………………
……………….
……………………
………………..
………………………
I think the most
challenging things in
being a Muslim would
be
…………………
……………………..
………………..
I think the most
challenging things in
being a Christian would
include
…………………
……………………..
………………..
I now think people pray
because
…………………….
……………………
……………………