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What this unit contains



Muslims follow the traditions of Prophet Muhammad (pbuh) and the teachings of Allah. Belief in Allah and belief in Prophet Muhammad as the messenger of Allah. The Shahadah as a statement of belief.

Following Allah's rules: prayer to Allah in daily salat, giving charity and doing charitable works, fasting, learning the Qur'an.

Where the unit fits and how it builds upon previous learning



Builds on knowledge about Prophet Muhammad (pbuh), and the giving of Allah's message and the contents of the Qur'an and how important these are from Units 1,2 and 3.


Extension activities and further thinking







  • Using the internet or by interviewing a local Muslim, find out more about charitable offerings in Islam.

Vocabulary
Islam

Muslim


Prophet

Muhammad


Hadith

Makkah


salat


Qur’an

mosque


fasting


Ramadan

community



SMSC/Citizenship





  • Rules to live by

  • Choices
  • Responsibility for others - charitable acts / works








Unit 4 Session 1



Learning Objectives


A

T

1

A

T

2


Suggested teaching activities


Focus for assessment


Sensitivities, points to note, resources


Pupils should:

  • know that Muslims follow instructions on living in the Qur'an and the Hadith;




  • know what the Qur'an and Hadith are;




  • consider the importance of rules.








Recap what pupils already know about the Qur'an and the Hadith from previous units - clarify and write down a definition of what each is.

As a class discuss why people as individuals or in groups need rules to live. In groups, agree 4 rules that would be necessary for use in a community. Feed the rules back to the class and compare.

Are there different types of rules needed for different times / places? For example rules of the road, rules of polite behaviour, rules in school, rules for all society? What are the extra rules that people in a religion might be expected to follow? (For example, foods to eat / not eat, giving to others, following the example of good people).
Write rules for someone from another planet on ways to either behave in school, travelling on public transport or visiting a supermarket. Share with the class and explore how carefully rules need to be worded if they are not to be misinterpreted.






Resources

Video


Pathways of Belief - Islam -Prayer. (BBC)
Qur'an and Hadith teacher information sheet.




Unit 4 Session 2



Learning Objectives


A

T

1

A

T

2


Suggested teaching activities


Focus for assessment


Sensitivities, points to note, resources


Pupils should:

  • know that for Muslims the Shahadah states the central beliefs of their faith;




  • know the words of the Shahadah;



  • know that following Allah's instructions includes daily prayer;





  • know that Muslims are 'called' to prayer and what the word of the call to prayer mean;




  • know about Bilal who made the first call to prayer.












Introduce pupils to the Shahadah, the Islamic statement of belief. Play a CD/ CD Rom or taped spoken or musical version of the Shahadah in Arabic and explore the meaning of the words in English.
Ask why this short statement is so important (sums up beliefs clearly & concisely.)
Why do Muslims pray? Read what is said in the Qur'an.
Examine a range of invitations. Talk about the polite language being used and consider how this makes the recipient feel special and the invitation 'inviting'.
Listen to the call to prayer; read the words in Arabic and English. What is the invitation being made and to whom?
Find out about the story of Bilal and the first call to prayer. This could be by watching the appropriate section from ‘The Message' or by reading the story.

Tasks


  1. Write an invitation to someone to share an activity, which is good and kind.




  1. How do you think Bilal felt before an after he made the first call to prayer?








Resources

The Shahadah – sheet.


CD 'Our World' Zain Bikha or 'Upright Songs' Mistaqiim Sahir.
A range of invitation cards / letters.

The call to Prayer

Tape/CD version, e.g. 'The Life of the Last Prophet' - Mountain on Light

Or 'The prayers of the last Prophet' Mountain of Light

Video 'The Message'
Qur'an 11:114 – worksheet.
The story of Bilal can be found in Interfaith Stories:

http://www.sln.org.uk/storyboard





Unit 4 Session 3



Learning Objectives


A

T

1

A

T

2


Suggested teaching activities


Focus for assessment


Sensitivities, points to note, resources


Pupils should:

  • know how Muslims prepare for prayer and to consider why this is so important to Muslims;




  • know some of the sequence of movements in the prayer;




  • know and understand the times for prayer and how these are marked.










Discuss how pupils would prepare to meet someone very special. Make class list of the most special person each class member would like to meet and how they would get ready.
Recall the invitation to prayer in the previous lesson.

Watch either a video or CD Rom presentation of Muslim prayer at home or in a mosque showing preparation for prayer.

Discuss and describe why washing for prayer is so important to Muslims.
Recall knowledge about the 5 daily times for prayer. Explain that the class are going to find out when the times should be today.
Using newspapers and the prayer times worksheet, estimate the times for the 5 prayers today. Record answers and how you came to them.
Share results.
Emphasise to pupils that using natural time measures was, and still is in many parts of the world, what Muslims use to find the times for prayer from the time of Muhammad.






Resources

Video


'Pathways of Belief - Islam' (BBC) section on prayer or

'Water, candle, moon, tree and sword' - Moon section showing prayer

CD Rom - Faiths Expresso & LgFl section on prayer at home


Newspapers showing sunrise and sunset times.
Prayer Times sheet.



Unit 4 Session 4


Learning Objectives


A

T

1

A

T

2


Suggested teaching activities


Focus for assessment


Sensitivities, points to note, resources


Pupils should:
  • know the months of the Muslim calendar and that the Muslim year follows the pattern of the moon;





  • know that Muslims fast for one month per year, in Ramadan, as a response to Allah;




  • know that fasting reminds Muslims that Allah is the giver of all good things and that not everyone in the world has enough.












Ramadan – fasting.


Watch Video or CD Rom showing how, during the month of Ramadan, Muslims can only eat and drink before daybreak and after sunset. Share dates around the class as Muslims share dates when they first break their fast.
Look at the Muslim Calendar. As the Muslim year follows the moon there are 10 or 1 days less in a year than in the calendar that is used in Britain. Work out what that means over 5 and 10 years.
What does this mean for the time that fasting takes? Help pupils to appreciate that when Ramadan falls in the summer the daylight hours are so long that Muslims have to fast much longer.
How do people feel when they have to do without food for so long? Explain to the pupils that fasting reminds Muslims that Allah is the giver of all good things and that not everyone in the world has enough.
Is it easier to remember people who are hungry when you are hungry yourself? - write and justify your opinion.
It is important to eat well when you can eat during Ramadan. What meal would you like to eat that would keep you going until the next time you could eat?







Resources

Video


Pathways of Belief - Islam. Programme 2

CD Rom - Faiths - Espresso & LgFL 2 Sections on Ramadan

Dates.

Calendar.

Months of the Muslim year.




Unit 4 Sessions 5 & 6



Learning Objectives

A

T

1

A

T

2


Suggested teaching activities


Focus for assessment


Sensitivities, points to note, resources


Pupils should:

  • know that giving charity is important at the end of Ramadan and to understand why;




  • know that Muslim charitable giving can include giving to Muslim Aid agencies;




  • know about the work of some Muslim aid agencies.









Before these 2 lessons it would be useful to collect information about the charities concerned
Find out about Zakat and when, how and why this charitable offering is made. Recall learning from lesson 4 about remembering those who do not have enough food.
Put pupils into groups of 4 to engage in an assessment research project about Islamic Aid agencies.

Select from the list below:


  • Interpal

  • Muslim Aid

  • Islamic relief

  • Red Crescent

  • Humanhands

Instructions:



  1. Find out where the Aid Agency is based, the type of work that it does and one case study of its work.

  2. Prepare a creative presentation and link the work of the agency to what you know about Islamic beliefs being put into practice.

  3. How might any of your beliefs be put into practice through charitable work?

In session 6 feed back results of the research to the class.


Engage in a charitable collection as a class to support those less fortunate.


Assessment levels
Level 2 Attainment target 1

Pupils use religious words and phrases to identify some features of religion and its importance for some people. Pupils suggest meanings for religious actions. They identify how religion is expressed in different ways.


Attainment target 2

Pupils ask, & respond sensitively to, questions about their own and others’ experiences & feelings.


Level 3 Attainment target 1

Pupils use a developing RE vocabulary to describe some key features of religions. They make links between beliefs & sources, including sacred texts. They begin to identify the impact religion has on believers’ lives.


Attainment target 2

Pupils ask important questions about religion & beliefs, making links between their own & others’ responses. They make links between values & commitments & their own attitudes & behaviour.

Level 4 Attainment target 1

Pupils use a developing RE vocabulary to describe & show understanding of sources, practices, beliefs, ideas, feelings and experiences. They describe

the impact of religion on people’s lives.

Attainment target 2

Pupils raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values & commitments. They apply their ideas to their own and other people’s lives. They describe what inspires and influences themselves and others.


Resources


Aid agencies websites:

Edhi Foundation



http://www.telmedpak.com/ngos.asp?a=Edhi_Foundation

Interpal - Palestinian Relief



http://www.interpal.org/index.htm

Islamic Relief



http://www. islamic-relief.com

Muslim Aid



http://www.muslimaid.org.uk





Unit 4 Session 1

Hadith of the Prophet Muhammad
(Peace and Blessings be upon Him) and the Qur'an

Hadith are the reports of the words and actions of the Prophet Muhammad (pbuh) recorded by his Companions. From these traditions we learn about his way of life – the Sunnah of the Prophet.


Together with Allah’s words of the Qur’an, Muslims study Hadith and try to follow this way of life.
In the Qur’an Allah tells people the principles of Islam.
From the Hadith believers learn how to put these into practice through studying the life, words and example of Prophet Muhammad.





Unit 4 Session 2




The Shahadah




La ilaha il Allah

Muhammad n' rasul Allah

There is no God except Allah

Muhammad is the messenger of Allah



Unit 4 Session 2



Qur'an 11:114

'… and establish regular prayers at the two ends of the day,


and at the approaches of the night:
for those things that are good
remove those that are evil…'




Unit 4 Session 3
Prayer Times

Fajr before sunrise


Zuhr Midday (when the sun is at its highest point, not necessarily 12 noon)
Asr Mid afternoon
Magrib Sunset
Isha When it is fully dark (at least 1.5 hours after Magrib)




Southwark Education Agreed Syllabus for Religious Education Non-statutory units Page:






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