Download WHAT MUSLIMS BELIEVE

WHAT MUSLIMS BELIEVE
KEY STAGE 2
NATIONAL
“I CAN”
STATEMENTS
“I CAN” ATTAINMENT STRANDS
FOR PILGRIMAGE
AT1 (A) BELIEFS TEACHINGS
AND SOURCES
AT2 (C) VALUES AND
COMMITMENTS
I CAN
STATEMENTFOR
THIS
SDBE UNIT
CLASS
ATTAINMENT
(Please attach
work sample,
photo, oral
response sheet as
appropriate)
COMMENT ON ANY SPECIFIC
ASSESSMET ACTIVITY
COMPLETED
NUMBERS OF PUPILS WORKING
AT LEVELS
AT1 (A) BELIEFS TEACHINGS AND
SOURCES
LEVEL3: Describe what a believer
might learn from a religious story.
LEVEL4: make links between the
beliefs (teachings, sources etc.) of
different religious groups and show
how they are connected to believers’
lives.
LEVEL5: Suggest reasons for the
similar and different beliefs which
people hold, and explain how religious
sources are used to provide answers
to important questions about life and
morality.
AT1 (A) BELIEFS TEACHINGS AND
SOURCES
LEVEL3: Describe what the 5 pillars
of Islam stand for.
LEVEL4: Draw some comparisons
between the 5 pillars of Islam and
Christian beliefs and teachings.
LEVEL 5: Give a detailed
explanation of one pillar referring to
its source, and how and why
Muslims observe it.
COMMENT ON PUPILS ABOVE AND
BELOW EXPECTED LEVEL
AT2 (C) VALUES AND COMMITMENTS
LEVEL3: Link things that are important to
me and other people with the way I think
and behave.
LEVEL4: Ask questions about the moral
commitments I and other people make
and suggest what might happen as a
result of different decisions, including
those made with reference to religious
beliefs/values
Level 5: Ask questions about things that
are important to me and to other people
and suggest answers that relate to my
own and others lives.
AT2 (C) VALUES AND COMMITMENTS
LEVEL3: Choose one of the 5 pillars,
say why a Muslim will observe it and
make comparisons with own religious
or non religious values and
commitments.
LEVEL4: Express own ideas and give
examples about the value of having
specific religious commitments such
as the 5 pillars of Islam.
LEVEL 5: Ask Christian and Muslim
believers questions about their faith
commitments and say what I can have
learn from them for my own life.
COMMENT FOR NEXT STEPS …
WHAT MUSLIMS BELIEVE
KEY STAGE 2
LEARNING OBJECTIVES
Lesson
1
To understand about unity & diversity
AT 1
To know that Muslims belong to a world
wide family who all read the Qur’an, say
the same prayers & follow the teachings
of Allah
To know the 5 beliefs of Islam that are
basic duties for all Muslims.
AT2
To discuss aspects of pupils’ own
religious or non religious way of life.
Reflect on the symbolism of pillars
holding up structure.
Draw similarities and comparisons with
the 5 pillars of Islam.
Lesson
2
AT2
To know what commitment and
faithfulness mean to a religious person
and in pupils’ own lives.
AT1
To know that the shahadah is the Muslim
declaration of belief & how it is worked
out in practice
ACTIVITIES
Discuss what pupils understand about
unity & diversity in society. In 2 columns
fill in: What unites the community/world?
What divides the community/world?
Discuss what makes for unity and peace.
On 5 columns (pillars) write the 5 Muslim
beliefs. Draw a roof over them to explain
how Muslims see their faith as a temple
for Allah
Pupils could share things they are
committed to & why. Discuss what
promises are made & easily broken &
others that remain for life. Read the
shahadah. Know it is part of the Adhan,
call to prayer & spoken 5 times a day
from mosque minarets. Tell the story of
Ibrahim smashing the idols. Muslims
believe they should emulate the perfect
virtues of Allah. Select 5 attributes they
could aspire to from the 99 Names of
Allah.
RESOURCES
http://stschool.eduweb.co.uk/carolrb/islam
(Link with KS2 units Faith in Action and
Pilgrimmage)
Holy Places Makkah and other Islamic Holy
places Big Book
ISBN 0-431-15524-0 Heinmann
Glossary in Islam within RE (SDBE)
Teaching RE Islam 5-11 CEM
Exploring Islam CEM
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Shahadah (declaration of faith)
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Salah (prayer 5 times daily)
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Zakah (giving to the poor)
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Sawm (fasting in Ramadan)
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Hajj (pilgrimage to Makkah)
Islam within RE (SDBE)
Pathways of Belief Islam BBC (prog 1)
Refer to unit ‘The Muslim way of Life’ for work
on the Prophet Muhammad.
Shahadah: ‘I bear witness that there is no
god but Allah & that Muhammad is his
prophet’
Story of Ibrahim (Information sheet)
99 Beautiful Names of Allah (SDBE)
WHAT MUSLIMS BELIEVE
KEY STAGE 2
Lesson
3
AT1
To know how the five beliefs of Islam are
all part of prayer and worship
AT1
To know how Muslims prepare for prayer
AT1
To understand that salah is the daily
practice of prayer for Muslims & that it
helps them to draw nearer to Allah
Lesson
4
AT1
To know that it is an obligation for a
Muslim to give to charity.
To appreciate the importance of the spirit
of giving zakah
AT2
Lesson
5
AT1
To know that Ramadan is a time to think
about Allah by fasting, praying and
reading the Qur’an
AT2
To appreciate the value of self discipline
and obedience
AT2
To know that Muslims celebrate Id ul Fitr
at the end of the month of Ramadan
Hear the story of Bilal & the call to prayer.
Discuss where Muslims pray. Use a
compass to find the direction of Makkah. If
possible ask a Muslim to demonstrate
wudu (ritual washing). Look at a prayer mat
& discuss its use and patterns. Learn that
Friday is the special day of prayer for
Muslims. In groups design a sacred place
where you could be quiet to think or pray.
Islam within RE (SDBE)
Pathways of Belief Islam (prog 2)
Prayer mat, compass, world map.
Vocabulary: salah, wudu, qiblah, Makkah
Islam by Alan Brine Themes in Religion
Pub Longman ISBN 0 582 02967 8
(teacher resource)
How would you feel if you were desperate
Zakah is compulsory. Muslims give 2½% of
for help? Discuss the principle of giving
their wealth after necessary expenditure
zakah before Id so that all Muslims can
celebrate. How does giving benefit the
giver & receiver? How does zakah differ
from collecting for Children In Need or Red
Nose Day? What would be your reasons
for giving to charity? Divide the class into 4
groups & prepare persuasive arguments for
a charity. Present to class.
Talk about what it means to be really
hungry. Cite examples from situations in
the world of famine. If given £5 what
essentials would you buy for a starving
child? Consider the spirit in which
Ramadan should be kept & the difficulty of
self discipline. Tel the story of Muhammad
& the bad tempered woman.
Find out how Muslims celebrate Id ul Fitr.
Make Id cards include ‘Id Mubarak’.
Ramadan information sheet.
Islam within RE (SDBE)
The Story of Muhammad & the bad
tempered woman (Information sheet)
WHAT MUSLIMS BELIEVE
KEY STAGE 2
Lesson
6
To know that Hajj is the pilgrimage to
Makkah that is an obligation for all
Muslims & is prescribed in the Qur’an
AT1
To know some of the rituals of Hajj & that
Id ul Adha is celebrated as part of Hajj
AT1
AT1
LEVEL3: Describe what the 5 pillars of
Islam stand for.
LEVEL4: Draw some comparisons
between the 5 pillars of Islam and
Christian beliefs and teachings.
LEVEL 5: Give a detailed explanation of
one pillar referring to its source, and
how and why Muslims observe it.
AT2
LEVEL3: Choose one of the 5 pillars,
say why a Muslim will observe it and
make comparisons with own religious
or non religious values and
commitments.
LEVEL4: Express own ideas and give
examples about the value of having
specific religious commitments such
as the 5 pillars of Islam.
LEVEL 5: Ask Christian and Muslim
believers questions about their faith
commitments and say what I can have
learn from them for my own life.
Refer lesson 3 to find where Makkah is.
Find Arabia on a map. Make imaginary Hajj
diaries recording the sequence of the hajj
on a map. Talk about the symbolism of
ihram. Read the stories that give rise to
Hajj. Discuss the feelings of Ibrahim and
Isma’il during and after the events. Talk
about times when disobedience is difficult
at home or at school. Think of the meaning
of the word sacrifice & if it just applies to
religion.
Get pupils to review their learning about
what it means to be a practicing Muslim
and set assessment activities to assess
their understanding of Islam and what they
have learnt from it.
World map/globe
Teaching RE Islam CEM
Hajj resource pack – Lewisham RE Centre
Hajj stories (information sheet)
Video: Islam through the eyes of a Muslim
child (CEM)
Festivals by Khadijah Knight Pub
Heinemann ISBN 0 431 06951 4
WHAT MUSLIMS BELIEVE
KEY STAGE 2
IBRAHIM AND THE WORSHIPPERS OF IDOLS
Ibrahim first lived in Ur in the valley of the Euphrates River. His people worshipped the nature gods such as the sun and moon as well as idols
they had made themselves. When he was young, Ibrahim felt that he had to decide which was the true God to worship. One clear night when the
stars shone in the sky and he was alone, he looked up and saw a very bright star. ‘That star is the greatest in the sky so it must be the God to
worship’. As soon as he had the thought the star faded and the moon rose. ‘That star cannot be God,’ he said to himself. Then he saw the silvery
light of the moon that brought the light down to earth and drove away some of the darkness. So now he thought ‘The moon must be my God’. But
as the night wore on the sun rose & the moon vanished. He thought again, ‘The sun, which is the biggest and hottest thing in the sky must be
God’. He continued to think throughout the day until the sun set and the stars returned. It was then that he realised that God must be a greater
than the stars, the moon and the sun, indeed he must be the creator of everything. He would not fade or disappear but would always be the
same. Now all he had to do was to tell his family and the rest of his people that they should stop worshipping their images and idols and worship
God alone. However the people laughed at him when he tried to tell them that their idols had no power to provide food and water for them.
One day when the people were going about their daily business, Ibrahim went to the place where all the idols were kept. He broke them into
pieces. The clay idols he smashed to the ground, the wooden ones he split into pieces and the stone idols he hammered into fragments. He left
just one idol standing and unbroken and that was the biggest and fiercest looking one in the temple. When the people found their idols smashed
and broken they remembered what Ibrahim had said and immediately thought he must be to blame. They went and accused him – ‘Did you do
this terrible thing?’ Who me? Not at all, it was that fierce looking god in the temple. Why don’t you ask him instead?’ The people replied, ‘You are
talking nonsense Ibrahim, that is just an idol made of stone, you know it can’t speak. You know it has no power to create or destroy anything.’
Ibrahim said ‘Yes I know that, but if you know that as well as me, then why do you worship such things? Why don’t you worship the one God who
created the world and has power over everything?’
Many people were angry at Ibrahim but others were ashamed by Ibrahim’s reply and thought he was right.
(This story is in the Qur’an. Surahs 6:77f, 26:70-82, 37:66-69,29:16f)
THE STORY OF MUHAMMAD & THE BAD TEMPERED WOMAN
RAMADAN INFORMATION
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The Qur’an, Surah 2:183-188 is about Ramadan.
Ramadan is the ninth month of the Muslim year when Muslims remember that Allah revealed the Qur’an to Muhammad.
The Qur’an is divided into 30, portions. The whole Qur’an is read in the mosque each evening of the month of Ramadan.
WHAT MUSLIMS BELIEVE
KEY STAGE 2
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The 27th night of Ramadan is called Laylat-ul-Qadr, the Night of Power, when the Qur’an was revealed.
Some Muslims pray all night in the mosque
Allah has commanded fasting during Ramadan
The self discipline of fasting shows love for Allah & obedience to the Qur’an. It is not a penance but a joyful duty.
After dark they thank Allah for strength for a successful fast. They have a snack of water, dates and fruit.
After sunset prayers the main meal is eaten.
Id-ul-Fitr is the joyful festival of breaking the fast and is celebrated at the end of Ramadan on the first day of the month of Shawal.
Presents and cards are given with the greeting ‘Id Mubarak’ (blessings of the festival). New clothes are worn
Families and friends celebrate together.
Zakat-ul-Fitr is the money given to charity to help everyone celebrate Id.
Information about pupils’ fasting during Ramadan can be found in Islam within RE for Key Stages 1 and 2 (SDBE).
STORIES LINKED TO HAJJ
ADAM AND EVE
According to the Islamic version of the story of Adam and Eve, after they were expelled from heaven they were sent to different places on the
earth. They finally met on the Plains of Arafat and the Mount of Mercy, where God forgave them. The Qur’an says that Adam built the first house
of worship at Makkah. After his death the house was destroyed by the Flood and left in ruins. An Islamic legend says that when Adam was cast
down to earth, a stone also fell from heaven and this stone was built into the Kab’ah.
IBRAHIM AND ISMA’IL
As in the Biblical version of the story Sarah was childless and gave permission for Ibrahim to take her slave girl, Hagar, as his second wife. She
had a son Isma’il. The Islamic version is then as follows:
God told Ibrahim to separate from Hagar and her son Isma’il. God told Ibrahim he wanted to test him and that he should take Hagar and Isma’il
to Makkah and leave them there. God would look after them. Ibrahim obeyed God and left his wife and son with a few dates and a small amount
of water. Fearing that they would die of thirst, Hagar ran between the tops of the two hills of Safa and Marwah looking for water, but to no avail.
Suddenly an angel called her and pointed to a spring where Isma’il had been kicking the sand with his foot. She called out ‘Zam! Zam!’ meaning
‘Stop! Stop! Hence the name of the well, Zamzam.Years later in a dream Ibrahim promised God he would sacrifice his most precious possession
to God. He immediately thought of his camels. In a second dream Ibrahim realised he hadn’t sacrificed his most precious possession & in his
dream he saw himself sacrificing his only son Isma’il. Ibrahim loved him very much and travelled to find him. He told Isma’il the dream who told
WHAT MUSLIMS BELIEVE
KEY STAGE 2
his father to do what he had to do. They went to Mina where the sacrifice was to take place. On the way the devil appeared in human form and
tried to tempt Ibrahim to change his mind. Both Ibrahim and Isma’il ignored the devil and drove him away by throwing stones at him. Isma’il lay
on the altar & Ibrahim was about to kill him when God spoke and stopped him. Ibrahim’s reward would be that his other wife Sarah would give
birth to a son, Isaac. The traditional place of sacrifice was Mina where sacrifices are performed during Hajj.
Ibrahim went back to Sarah and years later Isma’il and his father were reunited in Makkah where they built the Ka’bah. God showed them where
to begin digging the foundations and they found the ruin of Adam’s house of worship. They built the square walled sanctuary and placed at its
eastern corner a bright stone from heaven. Over the years it has blackened and is now known as the Black Stone. When the Ka’bah was finished
they prayed to God and walked round it seven times in imitation of the angels who, it is said, constantly circle the throne of God.