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KEY STAGE
2
UNIT TITLE:
WHAT ARE THE PILLARS OF ISLAM?
ISLAM
5-6 HOURS
WHAT’S THE PURPOSE OF THIS UNIT?
It is the intention of this unit to explore the key beliefs and practices of Islam through investigating the five ‘pillars’. It is important that pupils are given
opportunities during this unit to reflect on how the pillars of Islam affect the way that Muslims live their lives, and also to make connections between
Islam and the other religions they have studied. Whilst prayer (salah) is one of the pillars, there is opportunity to study it in more depth within Islam in the
other compulsory unit ‘How can a mosque help us to understand the Muslim faith?’
CORE KNOWLEDGE
LEARNING ABOUT RELIGION which includes:
LEARNING FROM RELIGION which includes:
knowing
about
and
understanding
beliefs,
teachings
&
sources;
expressing
ideas and insights into questions of identity, diversity
Pupils should learn:
practices & ways of life; ways of expressing meaning

that the ‘pillars’ (or duties) of Islam are:
- Shahadah ‘There is no God but Allah
and Muhammad is his messenger’
- Prayer (Salah and wudu)
- Fasting (Sawm) – Ramadan
- Pilgrimage (Hajj)
- Almsgiving (Zakah)
 how the pillars of Islam influence the daily
lives of Muslims
 about key celebrations for Muslims:
- Id-ul-Fitr, which marks the end of
Ramadan
- Id-ul-Adha, which celebrates the end of
Hajj
& belonging; meaning, purpose & truth; values & commitments
SUCCESS CRITERIA:
All pupils will be able to:
SUCCESS CRITERIA:
All pupils will be able to:
 describe what Muslims do to practise the pillars (L3)
 make links between beliefs and practices of Islam
(e.g. between Ramadan / Hajj and the celebration of
Id-ul-Fitr / Id-ul-Adha) (L3)
 discuss the importance of rules or duty from their
own and a Muslim point of view (L3)
 compare their thoughts and ideas about fasting and
celebrating with Muslim ideas (L3)
Most pupils should be able to:
Most pupils should be able to:
 describe and connect some key Muslim beliefs (e.g.
about Allah, worship practices and the pillars) (L4)
 explain how pilgrimage differs from other journeys
(L4)
 describe how the pillars of Islam give strength and
shape to life for Muslims (L4)
 suggest what might happen as a result of zakah and
consider what might motivate Muslims to give (L4)
 suggest what the ‘pillars’ of other faiths might be (L4)
 apply ideas like duty, intention, determination or
belief to Muslim ways of life and their own (L4)
Some pupils might be able to:
 explain, using relevant sources, why the pillars are
so important to individual Muslims and the Muslim
community (L5)
Some pupils might be able to:
 suggest ways in which their beliefs might affect the
decisions of Muslims and the challenges this might
present (L5)
POSSIBLE LEARNING JOURNEY:
Engage: What is a ‘pillar’ and what is it for?


Children build something that has pillars – what do the pillars do and why are they necessary? Are pillars always physical? What might someone mean by someone being ‘a pillar
of the community?’
Revise class rules. How are these like pillars? On brick-shaped papers, pupils write some beliefs / values on which they base their lives. Put them into a ‘pillar’ shape in order of
importance.
Enquire and Explore: What are the pillars of Islam?
Gather children’s questions / comments about their knowledge of Islam so far – in KS1, they should have learned about the names of Allah, Muhammad (pbuh) and the importance of
the Qur’an. Pupils could conduct their enquiry in groups or as a whole class. You could focus on different pillars through a sequence of lessons, with each pillar having an engage task to help
pupils connect with the learning e.g. thinking about special journeys in relation to Hajj, or block the learning together so that all five are considered together & can be compared.

Research information about the pillars using a range of sources e.g. inviting Muslim parents or other contacts to talk about one or more of the pillars and their significance in living
their daily lives; watch video clips; look at photos and investigate what pupils see, and what they don’t know; explore Hajj artefacts etc. Encourage questions that lead to further
GUILDFORD DIOCESAN GUIDELINES FOR R.E.
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investigation throughout.
As part of the enquiry, ask some challenging questions e.g. How might fasting affect them if they were to do it? What benefits might it have? What makes a pilgrimage similar or
different from other journeys? Is Hajj a ‘better’ journey than any other and why? Do people of other faiths do pilgrimage?
Find out about Muslim charities (e.g. Red Crescent Islamic Relief or ‘Small Kindness’ – a foundation set up by Yusuf Islam). How else might Muslims ‘give’? Discuss the feelings
associated with giving and receiving. Is it better to give or to receive?
Evaluate: Why are the pillars so important?

Individually, in groups or as a class, sort the pillars into order of how difficult / challenging they are to live out, according to pupils. Share reasons why. What might a Muslim say?
How do the pillars give shape and strength to Muslims’ lives?
 What might the ‘pillars’ of other religions be?
Express: Pupils could...

Be a pillar!: In groups of 5, each child represents a pillar. ‘Present’ themselves to the class, including details of which pillar they are, what they mean and how they bring strength
to a Muslim’s life. This could be written onto a tabard or T-shirt design for them to ‘model’. Other pupils could ask them questions, hot-seat style.
 Group debate: In groups of 5, each child picks a card with a pillar named on it. They have to argue that ‘their’ pillar is the most challenging or has the most impact for a Muslim
and give reasons why.
 Write a diary entry as if a pilgrim on Hajj / experiencing Ramadan / looking forward to Id / a Muslim child’s day at school, expressing feelings, challenges, reasons for persevering
 Design a motivational poster, inspiring a Muslim to fulfil one or all of the pillars.
 Plan a feast to celebrate the breaking of the fast. Why would certain food items be included or excluded? Encourage children to bear in mind Islamic food rules of halal and no
alcohol, pork etc.
SKILLS TO BE DEVELOPED BY THIS UNIT
Pupils should demonstrate progression by:
 Reflecting on the beliefs and practices of
Islam
 Empathising by trying to ‘see’ the world
through the eyes of a Muslim e.g. explaining
how a Hajj pilgrimage might be viewed by a
Muslim
 Investigating by gathering ideas about Islam
using photos, stories, artefacts etc.
 Interpreting the meaning of the pillars of
Islam
 Analysing the features of Islam & describing
the connections / differences that they
observe with other faiths
 Synthesising by linking significant features of
Islam together into a meaningful whole
 Applying by explaining how the beliefs of
Muslims affect how they live their lives
 Expressing their responses to the pillars of
Islam in written, 3D or pictorial form
KEY VOCABULARY
Qur’an
Pillars of Islam
Shahadah
Prayer (Salah & wudu)
EVIDENCE OF PUPIL PROGRESS
Fasting (Sawm) –Ramadan
Almsgiving (Zakah)
Pilgrimage (Hajj)
Id-ul-Fitr
Id-ul-Adha


Learning about religions: investigating sources &
presenting research findings; describing what the pillars
mean (enquire & explore; elements of express tasks)
Learning from religion: applying thinking about the
importance / challenges of the pillars for a Muslim or
what they would find challenging (evaluate questions)
LINKS WITH OTHER UNITS ACROSS KEY STAGES

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
Foundation Stage unit: ‘Why do we have celebrations?’
KS1 units – ‘What is important to Muslim children?’
KS2 units – ‘How can a mosque help us to understand the Muslim faith?’; ‘OSU: What does it mean to be a Muslim?’
Surrey Agreed Syllabus KS3 units – ‘How is self-discipline reflected in the everyday life of a Muslim?’; ‘How does the Qur’an
reveal the will of Allah?’
POINTS TO NOTE / BACKGROÚND KNOWLEDGE
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If you have pupils who are not yet working at level 3, then use the success criteria on the alternative assessment grid. For pupils
to achieve at level 5, they will need to demonstrate an understanding of how the pillars define life for Muslims, both as
individuals and as a community.
‘Pbuh’ – after Muhammad’s name is spoken, Muslims say ‘sallallahu alayhi wasallam’ (‘peace be upon him’) out of respect
There should be no pictorial representation of Allah, Muhammad, any of the other prophets of Islam or any living creature.
Patterns are often used instead
The adhan (which contains the shahadah) is the first and last thing that a Muslim will hear. It is whispered into a baby’s ear at
birth and by a Muslim before they die.
It is often suggested that there are five pillars of Islam, but in reality, the number varies. Each pillar has an interesting time
dimension to it: believe every moment; pray five times a day; give when you do your accounts; fast for a month out of the year;
travel to Makkah once in a lifetime if you can
GUILDFORD DIOCESAN GUIDELINES FOR R.E.
LEARNING FROM RELIGION
‘expressing ideas and insights’
LEARNING ABOUT RELIGION
‘knowing about and
understanding’
Assessment sheet for RE
Unit: What are the pillars of Islam? (levels 3-5)
Some pupils will have not made
so much progress and will be
able to:
Most pupils will be able to:
 describe what Muslims do to practise the
pillars (L3)
and / or
 make links between beliefs and practices
of Islam (e.g. between Ramadan / Hajj
and the celebration of Id-ul-Fitr / Id-ulAdha) (L3)
 describe and connect some key Muslim
beliefs (e.g. about Allah, worship
practices and the pillars) (L4) and / or
 explain how pilgrimage differs from other
journeys (L4) and / or
 describe how the pillars of Islam give
strength and shape to life for Muslims
(L4)
Names:

 discuss the importance of rules or duty
from their own and a Muslim point of view
(L3) and / or
 compare their thoughts and ideas about
fasting and celebrating with Muslim ideas
(L3)
 suggest what might happen as a result of
zakah and consider what might motivate
Muslims to give (L4) and / or
 suggest what the ‘pillars’ of other faiths
might be (L4) and / or
 apply ideas like duty, intention,
determination or belief to Muslim ways of
life and their own (L4)

Names:
Names:
Names:
Names:
GUILDFORD DIOCESAN GUIDELINES FOR R.E.
Year:
Some pupils may have
progressed further and will be
able to:
explain, using relevant sources, why the
pillars are so important to individual
Muslims and the Muslim community (L5)
Names:
suggest ways in which their beliefs might
affect the decisions of Muslims and the
challenges this might present (L5)
Assessment sheet for RE
Some pupils will have not made
so much progress and will be
able to:
LEARNING FROM RELIGION
‘expressing ideas and insights’
LEARNING ABOUT RELIGION
‘knowing about and
understanding’


identify how a Muslim’s beliefs are
expressed in different ways (L2)
and / or
say what some religious symbols or
actions might mean (L2)
Unit: What are the pillars of Islam? (levels 2-4) Year:
Most pupils will be able to:
Some pupils may have
progressed further and will be
able to:
 describe what Muslims do to practise the
pillars (L3)
and / or
 make links between beliefs and practices
of Islam (e.g. between Ramadan / Hajj
and the celebration of Id-ul-Fitr / Id-ulAdha) (L3)
 describe and connect some key Muslim
beliefs (e.g. about Allah, worship
practices and the pillars) (L4) and / or
 explain how pilgrimage differs from other
journeys (L4) and / or
 describe how the pillars of Islam give
strength and shape to life for Muslims
(L4)
Names:
Names:
Names:

 discuss the importance of rules or duty
from their own and a Muslim point of view
(L3)
and / or
 compare their thoughts and ideas about
fasting and celebrating with Muslim ideas
(L3)

Names:
Names:

give a reason why Hajj might be a
special time for Muslims (L2) and / or
respond sensitively to Muslim practices
and beliefs (L2)
Names:
GUILDFORD DIOCESAN GUIDELINES FOR R.E.
suggest what might happen as a result
of zakah and consider what might
motivate Muslims to give (L4) and / or
 suggest what the ‘pillars’ of other faiths
might be (L4) and / or
 apply ideas like duty, intention,
determination or belief to Muslim ways of
life and their own (L4)