YEAR 6 Unit B1 Hajj & Id-ul-Adha

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1 YEAR 6 Unit B1 Hajj & Id-ul-Adha Teacher's note: This unit is part of a scheme of work designed to deliver the Agreed Syllabus. It has been written by a joint Hackney & Enfield curriculum development group. The teaching objectives and learning outcomes are based on Agreed Syllabus level descriptions which are nationally agreed. Teaching and learning activities plan for the two attainment targets for religious education - learning about and learning from religion. The planning promotes the spiritual, moral, social and cultural development of all pupils whether or not they are from a religious tradition. On the right of this page is the full KS2 Islam programme of study from the Agreed Syllabus. The material picked out in bold features in this unit. Within each unit some of the content picked out in bold is a major focus, other content is a minor focus. A minor focus, and material alluded to by the teacher in one unit, will normally be revisited more fully in other units during the key stage. Model individual, paired, group and whole class activities and tasks are included in the planning which teachers will need to adapt and differentiate to meet pupil needs Enfield Agreed Syllabus KS2 Islam programme of study: make connections between the revelation of the Qur an and the Prophet Muhammad (pbuh)* as the messenger of Allah eg the first revelation on Mount Hira make connections between the way the Qur an is treated with reverence, studied and committed to memory, and the belief that it is precious because it contains the message of Allah make connections between Islam and other religions in relation to, for example, teachings about loving Allah and a responsibility to care for others (eg zakah and sadaqah) which motivate individuals, communities and Muslim aid agencies (eg Islamic Relief, Muslim Aid) make connections between an awareness that there are Muslims of many nationalities, races and cultures within Britain and around the world and their unity in the ummah make connections between the obligations of religious observance and the strength Muslims gain from belonging to the ummah eg sawm (fasting at Ramadan), standing shoulder to shoulder in salah**, rituals during the hajj make connections between the belief in One God, Allah and the way this is reflected in salah and the mosque eg everyone facing the qiblah and mihrab, the prohibition of idolatry reflected in an absence of representations of humans and animals, the use of calligraphy and pattern make connections between the Muslim belief in Allah and the part humans are required to play in protecting the pattern, order and diversity of the world Allah has created make connections between two attributes of Allah, Ar-Rahman, (The Compassionate) and Ar- Rahim (The Merciful), and the qualities Muslims try to develop in their own lives Teaching and learning should involve pupils in developing the skill of: using specialist vocabulary in communicating their knowledge and understanding of Muslim beliefs, teachings and practices **Note: Pupils/parents originally from Turkey & the Indian sub continent may be familiar with other terms eg: Ramzan (Ramadan); Byram (Id/Eid); namaz (salah prayer); cami (mosque or masjid) Teaching and learning should involve pupils in using and interpreting: a range of sources including the Qur an, stories from the Muslim tradition, the mosque, artefacts, art, pattern and calligraphy; the media and ICT/ the internet, to gain knowledge and understanding of Muslim beliefs, teachings and practices *NOTE: After the name of the Prophet Muhammad, Muslims say or write Salla-illahu alaihi wa sallam peace or blessings of Allah upon him. This is often shortened to peace be upon him, pbuh or the letters saw which abbreviate the Arabic phrase. Page 1 Unit Y6 B1: Hajj & Id-ul-Adha 2007 Enfield SACRE

2 LEARNING OBJECTIVES TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE Children should learn: Children: SESSION 1 a pilgrimage is a journey made by believers to a place of religious significance the Hajj is a pilgrimage every Muslim tries to make at least once The teacher unpacks a shoulder bag one at a time and with each item asks what it is and what clue this gives the class about where the traveller might be going. Items should include: Passport Umbrella for shade This person is going on a journey to a hot country but not as a tourist. For this is a special journey. A special journey made for religious reasons is called a pilgrimage. A pilgrimage is usually made to a place with special meaning for believers. It is a journey people make together, with other believers. Have you or any of your family been on a pilgrimage? Unpack the next article from the bag: Prayer mat Qur an (Muslims often carry a pocket Qur an so that they can continue their reading/prayers while they are travelling to work/home etc) Ihram (schools may not have this but may be able to borrow from a parent) Photocopy of Visa or travel arrangements for Makkah This is a journey Muslims try to make at least once in their life. Here is a picture of thousands of Muslims at one of the important places that they visit on that journey. Show Poster 1: Muhammad and the Ka bah from Nelson Living Religions Islam poster pack. I want you to look carefully at the poster and then think of one question that you could ask in order to find out more information which will help you understand where Muslims go on this journey, what they do there and why they go. explain the meaning of pilgrimage devise questions which explore the nature and meaning of the Hajj for Muslims The spellings used throughout this scheme of work follows the SCAA/QCA recommended Glossary of Terms. They may differ from those used elsewhere in teaching resources. Vocabulary: Pilgrimage Resources: For the travellers bag: Passport Umbrella Prayer mat Qur an Ihram the two white unsewn cloths worn by male pilgrims to indicate brotherhood, equality and purity (women do not have to wear ihram but wear a long plain dress and headcovering) Photocopy of Visa or travel arrangements for Makkah Poster pack: Living Religions - Islam (Poster 1: Muhammad and the Ka bah) Publ: Nelson ISBN: Paired activity: Pupils turn to the child sitting next to them and each shares their question aimed at finding out more information about the Hajj. The listener could act as friendly critic to try to improve on the question. The children return to Continued/ Page 2 Unit Y6 B1: Hajj & Id-ul-Adha 2007 Hackney/Enfield SACRE

3 LEARNING OBJECTIVES TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE Children should learn: Children: SESSION 1 Continued their tables and as a group discuss, improve and scribe the questions that they have devised. The teacher should repeat that the questions should be designed to find out more about where Muslims go on this journey and why they go. Whole class activity: Groups feedback their questions to the class and with the teachers careful and discriminating direction, a set of class questions is chosen which will be used in the next session to find out information from a video and a text. These are examples of religious education questions to ask about the Hajj and Muslim experience of it: Where have these people come from? Where is this place? What is the building in the middle? Why is this building so important for Muslims? What is the writing on the building? What are these people doing and why? Why are so many of them dressed in white? What are these people feeling and thinking? How does it feel to be in such a big crowd of people? Why is the photograph blurred at the bottom around the building? Why are some people touching the building? Where will they go next? Page 3 Unit Y6 B1: Hajj & Id-ul-Adha 2007 Hackney/Enfield SACRE

4 LEARNING OBJECTIVES TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE Children should learn: Children: the experience of the Hajj reminds Muslims of belonging to a worldwide community of believers what people do and the places they visit on the Hajj remind Muslims of events in the history of Islam how some of the symbolism of the Hajj reflects Muslim beliefs SESSION 2 The poster is displayed again and also the list of questions devised and selected last session. Watch the C4 Schools video: Moon (Islam) from Water, Moon, Candle, Tree, Sword. Which questions from our list do we already have answers to after watching the video? Are there now any further questions that we need to ask? For example new questions could include: What are some of the things people do on the Hajj? What is the full name of the Id celebrated after Hajj? explain how the Hajj reminds Muslims of the Ummah show why it is so important for Muslims to perform Hajj explain some of the symbolic actions of Muslims during the Hajj Resources: Poster pack: Living Religions - Islam (Poster 1: Muhammad and the Ka bah) Publ: Nelson Video: Water, Moon, Candle, Tree, Sword. (Programme: Moon Islam) Publisher: C4 Schools Pupils information text (attached). Paired activity: Children research information through text marking from the text supplied (or from a variety of textbooks) to answer agreed questions. Plenary: Feedback the answers that the pupils have gathered. The following books are optional: Beliefs and Cultures: Muslim Publ Franklin Watts ISBN World Religions: Islam Publ Franklin Watts ISBN Page 4 Unit Y6 B1: Hajj & Id-ul-Adha 2007 Hackney/Enfield SACRE

5 LEARNING OBJECTIVES TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE Children should learn: Children: SESSION 3 Hajj is more than a physical journey, for Muslims it is about offering themselves to Allah the Hajj is an opportunity for Muslims to learn more about Allah, themselves and their faith Group activity: In groups of four, children play the Hajj game (adapted from the Teachers Resource book in the Folens Photopack). This should take 15 minutes maximum. Children should consider the following questions as they play: What sort of actions in this game speed up progress around the Ka bah? Why do you think this game rewards Muslims for giving money to the poor, for example? After the game, as a class consider answers to the above questions. explain what Muslims mean when they say that performing the Hajj is an offering to Allah reflect on how the experience of the Hajj may change a person reflect on how doing good to someone else can result in doing good for yourself Resources: Hajj game board teachers will need to make an enlarged photocopy for each group Hajj game instructions- copy for each group Counters/cards cut out in advance, sufficient for groups of four players ( for each group: 28 Ka bah cards, 24 suitcase items, 1 of each counter) 1 dice for each group. Individual activity: Send a postcard or letter home as if you are a Hajji (male) or Hajja (female) - someone who has been on the Hajj - describing: what you have seen and done why it was so special to go on the Hajj and why you will always remember it. Supply a photograph or line drawing for the front of the postcard so that pupils do not spend any time drawing and colouring but devote it to writing. Provide scaffolding for those who need it for example: The most important sights on my pilgrimage were I ll never forget this pilgrimage because The most memorable moment was.. Photograph or line drawing for the front of each child s postcard A parent or visitor could be invited in to talk about their experiences and memories of the Hajj. Ask them to bring with them any souvenirs they have which help them to remember their pilgrimage. Page 5 Unit Y6 B1: Hajj & Id-ul-Adha 2007 Hackney/Enfield SACRE

6 LEARNING OBJECTIVES TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE Children should learn: Children: SESSION 4 Hajj is more than a physical journey, for Muslims it is about offering themselves to Allah the Hajj is an opportunity for Muslims to learn more about Allah, themselves and their faith Whole class: As a class read the story, perhaps enlarged on a flip chart or OHP: What should I do? from Regarding Religion (alternatively The Cobblers Pilgrimage from Love your Brother, Love Your Neighbour which is another version of the same story although the former is probably the simpler and better told.) How do you think Ahmed was feeling the day before he set off on his pilgrimage? Why? Why had it taken Ahmed so long to save up the money to go? Where did he meet his friends on the day before he set off on his pilgrimage? Why do you think he went to the mosque before he set off? What happened that made Ahmed wonder whether he should go or not? What decision did he make in the end? Why did he decide this? What does the text actually say as Ahmed s reason for giving Mushtaq the money? Ahmed thought he had missed out on the Hajj. His friends said they had seen him there. How could he have been there? What do you think is the message of this story is for Muslims? Can you think of any examples of how doing good to someone else can result in doing good for yourself? explain what Muslims mean when they say that performing the Hajj is an offering to Allah reflect on how the experience of the Hajj may change a person reflect on how doing good to someone else can result in doing good for yourself Resources: Book: Love your Brother, Love your Neighbour Publ: The Islamic Foundation Book: Regarding Religion Publ: Bradford Education ISBN (this would be a useful source of stories from Islam and other faith traditions but we have included in the pack a photocopy of the story needed for this session) The message of this story is that what is in a person s heart is most important. If the believer intends to offer the Hajj to Allah then Allah blesses them and accepts their offering. When a believer does something selflessly for someone else, that kindness is accepted by Allah as an offering and Allah blesses them. So Ahmed is blessed for his kindness to others and it is accepted as his Hajj. Page 6 Unit Y6 B1: Hajj & Id-ul-Adha 2007 Hackney/Enfield SACRE

7 Haj j v i s a

8 THE HAJJ AND ID.UL.ADHA Muslims should go on pilgrimage to Makkah in Saudi Arabia at least once in their lifetime. This pilgrimage I called Hajj and it is made during Dhul-Hijjah, the 12ft month of the Islamic calendar. Over two million Muslims go on Hajj each year. They come from all over the world. Some have had long journeys, some have needed years to save up the money to pay for it. Just outside the city they wash and change their clothes. The hajjis (pilgrims) wear plain white clothes known as ihram to show that in the eyes of Allah all Muslims are equal. In Makkah, at the centre of the Great Mosque is the Ka'bah. Wherever they live in the world Muslims pray in the direction of the Ka'bah. Muslims believe it was the first place built on earth for the worship of Allah, so it is very holy. The Ka'bah is made out of large stones and covered with a black cloth. Written on it in gold are verses from the Qur'an, the Muslim Holy Book. On the first moming of Hajj, Muslims go to the Great Mosque and chant "Here I am, O Allah, at your service!" Feeling full of happiness, they offer themselves to Allah. The Hajj is an importantime for Muslims to learn more about Allah, their community and themselves. Muslims walk seven times around the Ka'bah at the beginning and end of their Hajj. They stand side by side with other Muslims, dressed in the same simple clothing and all use the Arabic language to pray. They feel part of a worldwide community which shares the same beliefs. Muslims call this the ummah. The pilgrims visit other holy places, in and around Makkah, to remember important things that happened in the history of their religion. The Qur'an tells how Hajar ran between Marwa and Safa desperately searching for water for her baby son, Isma'il. Allah provided a spring of water to save them. Today when Muslims run between these two hills it reminds them of Hajar's search and that Allah is with them throughoutheir lives and looks after them. The festival of Id-ul-Adha happens at the end of the Hajj. It is a happy day for prayer and for family and friends to visit each other. The special greeting at this time is 'Id Mubarak' which means 'Id blessings.' People wear new clothes, share festival food and give presents. It is also a time to remember the poor with gifts of food, money and clothes.

9 HAJJ GAME A game for four players. To play the game you will need: One dice One of each counter (plane, boat, camel, car) 7 Ka bah cards for each player = 28 Ka bah cards 1 of each suitcase item (Qur an, prayer mat, compass, money, clothes, tickets) for each player = 24 suitcase items Rules for Hajj game: 1. Each player chooses one of the four counters (plane, boat, camel, car) and places it on one of the corners of the board on the START signs. 2. Players take turns to throw the dice and move forward, in the direction of the arrows, in the outer band on the board. 3. In order to set out on Hajj (the inner band on the board), each player needs to collect the six suitcase items necessary for the journey (Qur an, prayer mat, compass, money, clothes, tickets). The player can collect these in three ways: Throw the dice and collect the corresponding item 1= compass 4= tickets 2= Qur an 5= clothes 3= prayermat 6= money Land on a picture of an item and collect it Land on a choose a card square and choose an item you need. As soon as a player has all 6 items, s/he can move to the start of pilgrimage square. When it is her/his turn to throw the dice, s/he can set out on the Hajj, moving around the inner band of the board. 4. Each player must travel around the Ka bah 7 times. Each time a player passes the start of pilgrimage square s/he collects a Ka bah card. The winner is the first person to hold seven Ka bah cards, having successfully completed Hajj. 5. As the player travels around the Ka bah, s/he may land on instruction squares that move her/him on faster eg Share food with a friend. These squares show the belief that in doing good for others a Muslim is doing good for Allah. Allah blesses those who care for others and so a good deed for others results in doing good for oneself.

10 START START Start of Pilgrimage Offer wudu move forward 5 places Pick up Ka bah card Share food with a friend move forward 2 places Give money to the poor move forward 6 places Greet fellow travellers move forward 2 places Offer prayers move forward 4 places Tell the story of Haggar & Isma il move forward 3 places START START

11 HEE EHEE EEEE EEHEEE H HEEE T EE EE EE

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