R.E.R.E. ISLAM Medium term question planning

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2 Key Skills to be covered: Taken from Level 1 Taken from Level 2 AT1: Learning about religion Pupils I can retell some parts of religious stories. I recognise religious people. I recognise religious places. I can name some religious symbols. I know what some religious words mean. AT2: Learning from religion Pupils talk about I can say what is important in my life. I compare this to religious beliefs. I talk about the parts of life I find interesting. I know that I have to make my own choices in life. I know the difference between right and wrong. National Curriculum Links Lancashire Agreed Syllabus for R.E 2011 Field of Enquiry AT1: Learning about religion - Pupils ideas from stories. beliefs, teachings and events. objects. places. practices. I can describe the messages or meanings of some religious symbols. AT2: Learning from religion Pupils talk about I can describe my feelings to other people. I know that other people have feelings. I talk about how my feelings may be similar to characters in religious stories. I ask a range of questions about puzzling aspects of life. I suggest answers, including religious ones. I know the effect of actions on others when I am thinking about moral dilemmas. Shared human experience: pupils will identify, explore and reflect on people s experiences of identifying what is of worth and how they respond to show its worth Living religious traditions: pupils will enquire into examples of worship in religions locally, nationally and globally Beliefs and values: pupils will ask questions about and respond to some examples of beliefs and values seen in worship and celebration Search for personal meaning: pupils will think about how they respond to the things that matter most to them and express their thoughts about the meaning of worship in the religions they have studied Cross-curriculum links, especially opportunities for English, Maths and ICT within teaching English:

3 Writing Opportunities: Write words / captions / sentences to describe - skull cap, prayer mat, stand for Qur an, prayer beads, compass etc The children draw an object or book that is special to them and write a few words or sentences about it according to ability. Speaking and Listening: Share stories about a time they may have prayed or done something for charity or been on a special holiday etc (linked to the 5 pillars of Islam. Draw a picture of a special place you have visited and show the group / class. Explain where it was, how you got there and what you did / saw when you were there. Encourage the other children to ask questions to find out more about each other s special places. Question and answer opportunities with a Muslim Visitor. ICT Use graphics program to design a Muslim prayer mat Geography Find Mecca and Morecambe on a world map. How might you travel to Mecca on a pilgrimage?

4 Christian Stories Key objectives as questions Key Skills that can be covered Possible activities including use of Computing and Technology Outcomes/Evidence that teaching has taken place 1 What do you already know about Islam? What do you want to find out about Islam? Do you know what the artefacts are and what they are used for? Can you write words, captions or sentences to describe what they are used for? I know what some religious words mean. I compare this to religious beliefs. objects practices Recap on the R.E. lessons from last half term. Which religion did we learn about last half term? Christianity What did we learn about Christianity and Christian stories? Discuss the children s memories and recap on main facts from last half term including... Which stories did we learn about? ( David and Goliath, Noah s Ark, Joseph & His Coat of Many Colours, The Good Samaritan and The Christmas Story. Can you remember what happened in the stories? Can you remember what lesson / message each story was trying to tell / teach us? Tell the children that this term we are going to learn about Islam, about what it is like to be Muslim and about some religious stories. What do you already know about Islam / being a Muslim? What would you like to find out about Islam / being a Muslim? Make a class list. Explain to the children that we are going to look at some artefacts that a Muslim person would use and see. Children look at a set of artefacts (skull cap, prayer mat, stand for Qur an, prayer beads, compass etc.) discuss together what they think each artefact is and what it is used for. What might this be? Have you seen anything like it? Class list of things we already know about Islam / being Muslim. Class list of things we want to find out / learn about. Video/photograph the children explaining what each of the artefacts are / demonstrating how to use them. Written evidence in books explaining the artefacts.

5 What might it be used for? Discuss the children s ideas. Next go through each artefact and explain what each object is and how and why and what it is used for. Were you right about any of the things? The children have a set of pictures (See ARTEFACT PHOTOS-LESSON 1 document) (photos of skull cap, prayer mat, stand for Qur an, prayer beads, compass etc.). Choose one, stick it in your book and write captions / sentences to explain what it is and how / why / what it is used for. Repeat according to ability. What did you learn about Islam last lesson? Introduce the Quran to the children. Do you know what this might be? What is the special name of the book Christians have? Carefully put the Quran on its stand. Watch PowerPoint Islam The Quran LESSON 2 (The children will discuss what they already know about the Quran and watch a video - this shows young children learning how to read it). DISCUSS 2 Do you know what the Quran is? Do you know where it s teachings came from? Do you know how Muslim people use the Quran? I know what some religious words mean. beliefs, teachings and events. practices. objects. Picture and written evidence about each child s special object or book. Do you know how to handle it? Next ask the children to think of an object or book they have at home that is special to them. What is it? Why is it special? Where is it kept? Why?

6 The children draw their object and write a few words or sentences about it according to ability. IN SMALL GROUPS Ask the children to go and wash their hands before touching the Quran. Let them carefully look at and gently handle it. What language is the Quran written in? (Arabic-written right to left). Explain to the children that Muslims believe that the Quran is God s word and it was spoken to Muhammad (the Holy Prophet) by Angel Gabriel. PLENARY Share some of the children s work with the class. TO RECAP: Can you think of 3 things you have learned? Why is the Quran special to Muslims? What did you learn about Islam last lesson? Tell the children they are going to watch a short video about the 5 Pillars of Islam. Watch (part 1) of a Muslim boy teaching his friend about the 5 Pillars of Islam Watch the cartoon (part 2) where a Muslim boy takes his friend to a Mosque and shows him how to prepare for prayer. Next he recaps on the 5 pillars of Islam. Can you remember what the 5 pillars are? (Believing in one God, praying, charity, fasting and pilgrimage) What can you remember about each of the pillars? What is the name of the God Muslims believe in? (Allah) 3 Do you know what the 5 pillars of Islam are? Which is the first and most important pillar? What do each of the pillars mean? Where is I know what some religious words mean. I recognise religious places. I recognise religious people. beliefs, teachings and events. objects. places. practices. I can describe the messages or Drawings of special places the children have visited.

7 Mecca? What does Mecca and the Great Mosque look like? Why do people go there? meanings of some religious symbols. Do you do / have you done any of these things / anything similar? Ask the children to share stories about a time they may have prayed or done something for charity or been on a special holiday etc) What can you remember about the fifth pillar (Hajj or pilgrimage to Mecca)? Look at a world map. (See MECCA on world map LESSON 3 document) Find Morecambe and find Mecca (Makkah) on the map. How do you think Muslims who live near to us might travel to Mecca? (In Saudi Arabia) Look at pictures and photos of Mecca and the Great Mosque on the IWB. (See MECCA & GREAT MOSQUE photos LESSON 3 document) Tell the children that Muslims believe this is where the Great Prophet Mohammed was born. What can you see in the photos? What do you think the people are doing? Why are they there? Draw a picture of a special place you have visited and show the group / class. Explain where it was, how you got there and what you did / saw when you were there. Encourage the other children to ask questions to find out more about each other s special places. What did you learn about Islam last lesson? Can you think of some things you do every day?(eg. clean teeth, wash, eat breakfast etc) 4 How do Muslims pray? I recognise religious people. I recognise religious places. Geometric designs. Photo evidence of the

8 How often do Muslims pray? How do they prepare to pray? Where can Muslims pray? What sort of patterns might we see on prayer mats? What else would we like to find out from a Muslim visitor about Islam? I can name some religious symbols. I know what some religious words mean. beliefs, teachings and events. objects. places. practices. I can describe the messages or meanings of some religious symbols. I ask a range of questions about puzzling aspects of life. Explain to the children that as well as many of these things Muslim people also pray 5 times every day. Watch the video clip about praying at home. DISCUSS Watch the clip about Friday prayers in a Mosque. Can you remember how many times Muslims pray every day?(5) Can you remember when they pray? (Dawn, mid-day, afternoon, sunset and at night time). Can you remember how they prepare to pray? Why do they do this? Which direction do they pray towards? (Mecca) What is the special building called that they can go to pray? (Mosque) Children act out the prayer position and routine step by step as outlined in the video clips. Can you imagine doing this five times a day? Look at the geometric designs on the prayer mat and some on the different prayer mats photos (See PRAYER MAT PATTERNS LESSON 4 document) children carrying out the prayer ritual. Can you describe some of the patterns? Which shapes can you see? Which colours can you see? Ask the children to draw / colour some geometric patterns of their own. (See Prayer Mat Colouring Patterns LESSON 4 document)

9 (Some could use Paint or 2Paint on the computer). Share good examples with the class. PLENARY recap on how to prepare for prayer. Watch the video showing some Muslim children cleansing themselves ready for prayer. (The end of the clip also includes a bit about Eid). Tell the children that next week / lesson we are going to have a Muslim visitor. Can you think of some things you would like to ask (Muslim Visitor) about? What would you like to find out about being Muslim that you do not already know? Make a list of questions that the children would like to ask the visitor. What did you learn about Islam last lesson? Introduce the Muslim visitor to the children ask them to briefly explain some basic facts about their faith. (Hopefully including information about dress, way of life, the importance of families, different ceremonies etc.) Encourage the children to interact with the visitor and ask questions including those brought up last lesson. List of questions about what we would like to find out from our visitor about the Islam faith and being Muslim. 5 What did you learn during this topic? What questions are still unanswered? How do you feel the topic went? beliefs, teachings and events. practices. I ask a range of questions about puzzling aspects of life. If time allows write a letter to the Muslim visitor thanking them for their visit and including some facts that they have learned about Islam and being a Muslim. Photos / video of the children asking questions and learning about the Muslim way of life.

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