YEAR 6 Unit B1 Hajj & Id-ul-Adha
|
|
- Cleopatra Burns
- 6 years ago
- Views:
Transcription
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
12
YEAR 4 Unit A2 - The Qur'an & the Prophet Muhammad (pbuh)
YEAR 4 Unit A2 - The Qur'an & the Prophet Muhammad (pbuh) 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
More informationYEAR 3 Unit B1 Living as a Muslim
YEAR 3 Unit B1 Living as a Muslim 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
More informationPage 1 Unit Y2 B1: Ramadan & Id-ul-Fitr
YEAR 2 Unit B1 Ramadan & Id-ul-Fitr 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
More informationKey Stage 2: Year 3 Unit on Islam (Ref: Essex County Council Agreed Syllabus for Religious Education)
Key Stage 2: Year 3 Unit on Islam (Ref: Essex County Council Agreed Syllabus for Religious Education) MUHAMMAD AND THE QUR AN 1. The revelation of the Qur an Key questions Key words/ Concept/s Learning
More informationYEAR 5 Unit A2 How does learning about the Mosque help us to understand community?
YEAR 5 Unit A2 How does learning about the Mosque help us to understand community? Teacher s note: This unit is part of a scheme of work designed to deliver the Agreed Syllabus. It has been written by
More informationPage 1 Unit Y1 C2: Growing up in a Jewish family
YEAR 1 Unit C2 Growing up in a Jewish family 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
More informationYear 4 Miss Bingham Autumn Term 2 Why are some journeys and places special?
Key Question: Why are some journeys and places special? Supplementary Question (b): Why do people go on (pilgrimage and) special journeys? Learning objectives Suggested activities for teaching and learning
More informationLook Learn Understand & Respect
Islam About the topic In this topic pupils will learn about their Islamic sisters and brothers, how they live as a family and how they worship Where this topic fits in This topic will be taught discretely
More informationYEAR 6 ABOUT THE UNIT WHERE THE UNIT FITS IN PRIOR LEARNING VOCABULARY RESOURCES EXPECTATIONS
YEAR 6 Unit 6B Worship and : what is the role of the mosque? ABOUT THE UNIT In this unit children learn about the mosque and the role it plays in the Muslim, reflecting on what is involved in belonging
More informationYEAR 5 Unit B2 Pesach
YEAR 5 Unit B2 Pesach 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
More informationR.E.R.E. ISLAM Medium term question planning
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.
More informationUnit Y1 A2: How do Christians remember Jesus at Christmas?
Unit Y1 A2: How do Christians remember Jesus at Christmas? Teacher's note: This unit is part of a scheme of work designed to deliver the Agreed Syllabus. Teaching and learning activities plan for the two
More informationEnfield Scheme of Work HOW AND WHY DID THE CHURCH GROW?
Teacher's note: This unit is part of a scheme of work designed to deliver the Agreed Syllabus. The teaching objectives and learning outcomes are based on Agreed Syllabus level descriptions which are nationally
More informationEmerging Expected Exceeding
RE Today Services / A Unit of work for Upper Key Stage 2/ 2015 Key Question: U2.6 What does it mean to be a Muslim in Britain today? This unit enables pupils to learn in depth from different religious
More informationLesson 1 Student Handout 1.1 Islamic Beliefs and Practices
Lesson 1 Student Handout 1.1 Islamic Beliefs and Practices The word Islam means peace through submission to God. Muslim practice is defined by the Qur an (holy scripture) and the Sunnah, or example set
More informationIslam: Beliefs and Teachings
Islam: Beliefs and Teachings CORE KNOWLEDGE: 1. What is tawhid? Tawhid is the oneness and unity of God. Muslims repeat this idea daily in the Shahadah. No one else has God s qualities or attributes his
More informationWhat does it mean to be a Muslim in Britain today?
What does it mean to be a Muslim in Britain today? Five Pillars and the mosque Summary of learning It is fascinating to see how British Muslim children practise their faith, and to trace the impact of
More informationUnit Y2 C2: HOW DO CHILDREN LEARN ABOUT BELONGING TO THE CHRISTIAN FAMILY? Unit Y2 C2: HOW DO CHILDREN LEARN ABOUT BELONGING TO THE CHRISTIAN FAMILY?
Teacher's note: This unit is part of a scheme of work designed to deliver the Agreed Syllabus. Teaching and learning activities plan for the two attainment targets for religious education - learning about
More informationAUTUMN. 2:1 to describe the key aspects of religions and traditions that influence the beliefs and values of others;
AUTUMN YEAR GROUP, TERM, Interactive Overview (1 hour) For time allocation see Agreed Syllabus of Religious Education page 6. Minimum time requirements include RE visits, visitors to RE lessons and RE
More informationPage 1 of 11. Enfield Agreed Syllabus KS2 Christianity programme of study:
YEAR 4 Unit B2 - The Church - a Christian community Teacher's note: This unit is part of a scheme of work designed to deliver the Agreed Syllabus. It has been rewritten by an Enfield curriculum development
More informationKA'BAH. K is for Ka'bah Islamic Activity Lessons Page 1
KA'BAH Islamic Activity Lessons Page 1 Kk KA'BAH Islamic Activity Lessons Page 2 HAJJ Hajj is the fifth pillar of Islam. Muslims must make the pilgrimage to Makkah at least once in their lifetime. Although
More informationcentral beliefs and practices
central beliefs and practices What is Islam? Judaism, Christianity and Islam: a shared heritage Who was Muhammad (peace be upon him)? The Five Pillars of Islam Pillar 1: Shahāda (testament of faith) Pillar
More informationGrowing up Muslim A PRESENTATION BY MS. RIZVI
Growing up Muslim A PRESENTATION BY MS. RIZVI By now you all should have learned about the basics of Islam through your course of study with Ms. Sanfilippo. Hopefully I can also shed some light on my religion
More informationIslamic Practices. Fighting for a religious cause or God, controlled by a religious leader.
Islamic Practices Key Words Day of Ashura Greater jihad Hajj Hajji Holy War Id-ul-Fitr Definition A festival that is important for Shia Muslims who remember the battle of Karbala and the death of Husayn.
More informationGCSE 4447/01 RELIGIOUS STUDIES SPECIFICATION A UNIT 7: Islam
Surname Centre Number Candidate Number Other Names 0 GCSE 4447/01 RELIGIOUS STUDIES SPECIFICATION A UNIT 7: Islam S15-4447-01 P.M. MONDAY, 18 May 2015 1 hour 45 minutes For s use Question Maximum Mark
More information4 th Can you define Allah? 3 rd Can you define Adam? Can you define Mosque?
April 2019 AQA Paper 1 Islam 1 st Can you define Ablution? Can you define rak ah? Can you define salah? Can you define Wudu? How many daily prayers are suggested in the Qur an? What does Imam What does
More informationChristianity - key beliefs
Christianity - key beliefs The nature of God: God as omnipotent, loving and just, and the problem of evil and suffering The oneness of God and the Trinity: Father, Son and Holy Spirit Different Christian
More informationIslam beliefs and practices KEY WORDS
Islam beliefs and practices KEY WORDS Ablution Ritual washing in Islam. The Arabic term is wudu. Adalat The concept of justice in Shi a Islam Adam One of the prophets of Allah. The father of humankind.
More informationWe are going to be looking at Islam.
Subject: R.E. Class: Plums Teacher: Nicole Lawson Unit: 2.4.1 Islam Keeping the Five Pillars-what difference does it make? What does it mean to be part of a Muslim family Date: Autumn Term 1 September/October
More informationAssalmu Alikum Wa Rahmtullhi Wa Barakathu: In the Name of Allah, the Merciful, the Compassionate.
MANAL Newsletter January 2005 Message by MANAL Executive Committee Hajj & Eid ul Adha Launching MANAL website Community Activities New Arrivals Eid- ul Adha Mubarik Assalmu Alikum Wa Rahmtullhi Wa Barakathu:
More informationCURRICULUM OVERVIEW YEAR 1 & 2
RE CURRICULUM OVERVIEW YEAR 1 & 2 Christianity - Christmas Celebrations How Christians celebrate Christmas. How do Christians celebrate the birth of Jesus? Belief in Jesus as special to God. Introduction
More informationJourney to Allah. mydeen.club
Journey to Allah Millions of Muslims around the world are preparing for HAJJ (ح ج) or PILGRIMAGE. It is one of the most beloved times of the year for Muslims. Hajj is the LAST PLLAR of Islam and every
More informationThe Hertfordshire Scheme of Work for Primary Religious Education. Based on the Hertfordshire Agreed Syllabus for Religious Education
The heartbeat of learner improvement services The Hertfordshire Scheme of Work for Primary Religious Education Based on the Hertfordshire for Religious Education 2012-2017 Year 3 Unit Planner Standards
More informationContents. Model RE policy guidance 154. Church of England Statement of Entitlement for RE 161
Contents Introduction and explanation of guidance: Introduction 2 Guidance on delivering religious education (RE) in Church of England schools and academies. 3 Exemplar overview long term plan for primary
More informationThe Christian Bible & stories of Jesus; Advent. Y3 A2 Christian Bible Page 1 of 19. Teacher's note:
Teacher's note: YEAR 3 Unit A2 - The Christian Bible & stories of Jesus Enfield Agreed Syllabus 2012 - KS2 Christianity programme of study: This unit is part of a scheme of work designed to deliver the
More informationAL-ASHRAF SECONDARY SCHOOL FOR GIRLS ACADEMIC YEAR
AL-ASHRAF SECONDARY SCHOOL FOR GIRLS ACADEMIC YEAR 2016-2017 YEAR 10 AQA GCSE RELIGIOUS STUDIES A FULL COURSE SCHEMES OF WORK (Term 3 Duration 6 weeks) Independent Learners Creative Thinkers Reflective
More informationGCE Religious Studies. Mark Scheme for June Unit G578: Islam. Advanced Subsidiary GCE. Oxford Cambridge and RSA Examinations
GCE Religious Studies Unit G578: Islam Advanced Subsidiary GCE Mark Scheme for June 2016 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a
More informationWhat is Ramadan. Ramadan begins at sighting of new moon. Ramadan Ends
1 What is Ramadan? The significance of Ramadan? Fasting: What is it? Who fasts? Why? Typical Ramadan Activities. Qarqe'an : What is it? Eid-ul-Fitr: Marking the End of Ramadan. Working with Muslim Colleagues.
More informationLesson 1 Student Handout 1.1 Islamic Beliefs and Practices
Lesson 1 Student Handout 1.1 Islamic Beliefs and Practices The word Islam means peace through submission to God. Muslim practice is defined by the Qur an (holy scripture) and the Sunnah, or example set
More informationIslam: Key Beliefs. Checked information in revision book/textbook? Do you have a quote/teaching to support? Exam question linked to the topic?
Islam: Key Beliefs support? The six articles of faith in Sunni Islam and five roots of Usul ad-din in Shi a Islam, including key similarities and differences Tawhid (the Oneness of God), Qur an Surah 112
More information0490 RELIGIOUS STUDIES 0490/01 Paper 1, maximum raw mark 102
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2009 question paper for the guidance of teachers 0490 RELIGIOUS
More informationIslam Practices: Knowledge Organiser. In the correct columns explain the Sunni and Shi a approach to each of the following issues/practices in Islam:
Islam Practices: Knowledge Organiser Sunni and Shi a In the correct columns explain the Sunni and Shi a approach to each of the following issues/practices in Islam: Issue/Practice Sunni View Shi a View
More informationPraise be to Allah, Lord of the Worlds: The Beneficent, The Merciful: Owner of the Day of Judgement...
Praise be to Allah, Lord of the Worlds: The Beneficent, The Merciful: Owner of the Day of Judgement... The Qur ān, surah 1:1-7 The Qur'ān (which means recitation) is the holy book of Islam. how, where,
More informationGCSE. Religious Studies A. Mark Scheme for June 2010
GCSE Religious Studies A General Certificate of Secondary Education B577 Islam 1 (Beliefs, Special Days, Divisions and Interpretations) Mark Scheme for June 2010 Oxford Cambridge and RSA Examinations OCR
More informationRE Policy. Chase Lane Primary School and Nursery Unit. Updated January October 2017 or earlier if necessary. Next review. Ratified by Governors
Chase Lane Primary School and Nursery Unit RE Policy Updated January 2015 Main author Kim Veldtman Next review October 2017 or earlier if necessary Ratified by Governors 30.6.15 1 Chase Lane Primary School
More informationFind Out About: Beliefs and Belonging
RELIGIOUS EDUCATION Age 5 7 Interactive CD-ROM Find Out About: Beliefs and Belonging Help young pupils understand the significance of faith and beliefs Belonging (Friendship, the Good Samaritan, Christian
More informationYEAR 5 Unit A1 The Buddha & his teachings
YEAR 5 Unit A1 The Buddha & his teachings Teacher's note: This unit is part of a scheme of work is designed to deliver the Agreed Syllabus. It has been written by a joint Enfield & Hackney curriculum development
More informationCurriculum Overview for Religious Education
Curriculum Overview for Religious Education Key Stage 1 Year 1 36 hours about What does it mean to belong? (A1) Harvest a time for giving thanks (1hr) What does it mean to belong to a religion? (A2) Christmas
More informationStamford Green Primary School Religious Education Curriculum Map. Updated September 2018
Stamford Green Primary School Religious Education Curriculum Map Updated September 2018 Contents Page Essential characteristics of religiously literate pupils Page 3 Aims of the National Curriculum Page
More informationPrincipal Aim. Attainment Targets. Religions and Beliefs. Fields of Enquiry. Programme of Study: KS1
Programme of Study: Principal Aim Attainment Targets Religions and Beliefs Fields of Enquiry Principal Aim of RE To engage pupils in enquiring into key questions arising from study of religion and belief,
More informationIslam Respecting Diversity
Islam Respecting Diversity Put Yourself In My Shoes! Slide 2 The country with the largest Muslim population is. a. India b. Indonesia c. Saudi Arabia d. Iraq Slide 3 Who is American? Slide 4 Most Muslims
More informationBeing a Muslim, Faith on five pillars of Islam is very important. These five pillars are:
THE HAJJ For Muslims, Hajj is the fifth & final Pillar of Islam. It takes Place in the month of Dhul Hijjah which is the twelve month of islamic lunar calendar. Hajj officially begins on 8th of Dhul Hijjah
More informationF A I R Hajj 2002 Media Pack
In the Name of Allah, the Compassionate, the Merciful F A I R Hajj 2002 Media Pack FORUM AGAINST ISLAMOPHIBIA AND RACISM (FAIR) 16 Peninsular Court, 121 East Ferry Road, London, E14 3LH Tel: 020 7531 1516
More informationEIC Primary School Tours
EIC Primary School Tours European Islamic Centre 79 Manchester Road Oldham OL8 4LN 10 th February 2017 PRIMARY SCHOOLS WEEK: 8-12 May 2017 Dear Head teacher, It gives me great pleasure to invite you on
More informationAO1 Content: A: Salah and Other Forms of Prayer in Islam B: The Role and Significance of Zakah and Hajj for Muslims and the Ummah
1 AO1 Content: A: Salah and Other Forms of Prayer in Islam Including: The nature and purpose of different types of prayer, Jummah prayers, wudu, niyat and prayer times B: The Role and Significance of Zakah
More informationIslam Beliefs Key beliefs 1. When was Islam founded? 7 th century 2. How many gods do Muslims One, Allah
Islam Beliefs Key beliefs 1. When was Islam founded? 7 th century 2. How many gods do Muslims One, Allah believe in? 3. What is the Qur an? Muslim holy book. Infallible speech of God. Kallam Allah 4. Whose
More informationMuch Birch CE Primary School Religious Education Policy Document
Much Birch CE Primary School Religious Education Policy Document Policy Statement for Religious Education Religious Education at Much Birch School is taught in accordance with the Herefordshire Agreed
More informationIslam The Principles of Islam
Non-fiction: Islam The Principles of Islam Islam The Principles of Islam About 1/5 of the world s population 1 follows a religion called Islam. These people are called Muslims. There are about 6-8 million
More informationHajj 2018 Step by Step
Hajj 2018 Step by Step The first House (of worship) appointed for men was that at Bakka; full of blessing and of guidance for the Worlds [3-96] Hajj in the Qur an Hajj in the Qur an For Hajj are the months
More informationWhich Pilgrim will reach the Holy Ka ba?
Which Pilgrim will reach the Holy Ka ba? Hajj Crossword Across 3. The House of God for Muslims 4. The Pilgrimage to the House of God Down 1. The Prophet who built the House of God 2. The city where the
More information1.5 What makes some places sacred?
Key Question: 1.5 What makes some places sacred? This investigation enables pupils to learn in depth from different religious and spiritual ways of life about places of worship for Christians and either
More informationIntroduction to Islam. Edited from an Islamic Web-Site
Introduction to Islam THE OPENING In the name of God, the most Beneficent, the most Merciful! Praise be to God, Lord of the Universe, the Mercygiving, the Merciful. Ruler on the Day of Judgment! You do
More informationReligious Studies A GCSE (9 1)
Religious Studies A GCSE (9 1) Paper 1: Area of Study 1 Study of Religion Option 1A Catholic Christianity Time: 1 hour 45 minutes Instructions Use black ink or black ball-point pen. Answer all questions.
More informationFive Pillars of Islam
Five Pillars of Islam This simple presentation supports the RE Today publication Questions: Muslims. It features examples of work about the Five Pillars of Islam and about worship at the mosque. The presentation
More informationHADHRAT MUHYI-UD-DIN AL- KHALIFATULLAH
Eid-Ul-Fitr Sermon HADHRAT MUHYI-UD-DIN AL- KHALIFATULLAH MUNIIR AHMAD AZIIM 26 June 2017 (01 Shawwal 1438 AH) After greeting all his disciples (and all Muslims) worldwide with the greeting of peace and
More informationWhat are the five basic Pillars of Islam? : ; ;
JUDAISM MINI-QUIZ STUDY GUIDE The quiz will consist of approximately 20 short questions. Use the BBC Islam Guide as your resource. To be prepared, know the answers to the following. Questions are organized
More informationLondon Diocesan Syllabus Curriculum Overview For Religious Education.
London Diocesan Syllabus Curriculum Overview For Religious Education. Faith Suggested Key Stage / Year Group(s) Reception Who Made The Wonderful World and Why? (Creation) Reception Who Cares For This Special
More informationGRADE 3 : AQEEDAH SYLLABUS
IACC Sunday School Curriculum Grade 3 Detailed syllabus GRADE 3 : AQEEDAH SYLLABUS September 10 t h : First day for Sunday school, meet the student and give the books.what does Allah (SWT) do? We can t
More informationAge 5-6: Symbols & Celebrations. Series editor: Dr. Rahat Naqvi, Faculty of Education, University of Calgary. Sally Goddard M.A.
Age 5-6: Symbols & Celebrations Series editor: Dr. Rahat Naqvi, Faculty of Education, University of Calgary Sally Goddard M.A. Arlene Armstrong Table of Contents Introduction to Islam... 3 Symbols... 6
More informationA Mercy Sent To Mankind
A Mercy Sent To Mankind Term / Week Lesson Objectives The students will be able to: State the special mission of Prophet Muhammad as a Messenger of Allah who has been sent to all people. Realize that by
More informationBest days of the year
Best days of the year 1 Why Thul Hijjah Days Are Blessed God created things and gave preference to some of them over others. He created people and gave preference to some over others. He created gardens
More informationReligions of the World:
Programme 1 Christianity Story: The First Christmas In this programme, children will hear the story of the first Christmas, in a simple version, using narrative details from both Matthew and Luke s Gospels.
More information1. pilgrims 2. the Grand Mosque and the Ka ba 3. the clothes of ihram 4. Eid Mubarak! 5. the Tawaf (circling the Ka ba 7 times)
Discussion and brainstorming page Match the words to the correct pictures. 1. pilgrims 2. the Grand Mosque and the Ka ba 3. the clothes of ihram 4. Eid Mubarak! 5. the awaf (circling the Ka ba 7 times)
More informationRELIGIOUS EDUCATION POLICY
DARTINGTON C of E PRIMARY AND NURSERY SCHOOL RELIGIOUS EDUCATION POLICY Rationale At Dartington, as a Church of England Voluntary Controlled School, we aim to enable children to develop a personal spiritual
More informationMuslim children who are fasting will feel more comfortable spending their lunch hour in the library or sitting quietly in a classroom.
Grades K 4th Misconceptions Muslims do NOT worship the Sun or the Moon but pay careful attention to the cycles of the moon. Long before watches were invented, humans tracked the hours by watching the moon,
More informationExpress ideas and insights into religions and world views
Key Stage 1 RE The Focus of RE for KS1 enables children to develop their knowledge and understanding of religions and world views. They find out about simple examples of religion that are drawn from local,
More informationPersonal Development Plan
Personal Development Plan 1 This document is a guide for personal improvement. Inshallah, we can grow stronger in our faith, and our knowledge and more committed Muslims/Muslimahs by aiming to improve
More informationIslam An Abrahamic Religion
Islam An Abrahamic Religion Muslims are strict monotheists. They believe in the Judeo- Christian God, which they call Allah. Muslims believe that the Torah and the Bible, like the Qur an, is the word of
More informationStep 1: Select a key question
Key Question: U2.8 What difference does it make to believe in Ahimsa (harmlessness), Grace (the generosity of God), and Ummah (community)? This investigation enables pupils to learn in depth from different
More informationW E D N E S D A Y S E M I N A R
UJ Sociology, Anthropology & Development Studies W E D N E S D A Y S E M I N A R Hosted by the Department of Sociology and the Department of Anthropology & Development Studies Meeting 4/2009 To be held
More informationWLIS RE Scheme of Work
West Leigh Infant School Religious Education Scheme of Work Introduction Religious Education at West Leigh Infant School is taught in accordance with the local Agreed Syllabus of Religious Education. As
More informationST. NICHOLAS PRIORY C.E. V.A. PRIMARY SCHOOL. Policy for Religious Education
ST. NICHOLAS PRIORY C.E. V.A. PRIMARY SCHOOL Policy for Religious Education RELIGIOUS EDUCATION POLICY FOR ST NICHOLAS PRIORY C.E. V.A. PRIMARY SCHOOL Introduction Religious Education is an entitlement
More informationWest Kingsdown Church of England Primary School. Religious Education Policy
Summer 2015 West Kingsdown Church of England Primary School Religious Education Policy INTRODUCTION This document is a statement of the aims, principles and strategies for the teaching, and learning of,
More information0490 RELIGIOUS STUDIES
CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education www.xtremepapers.com MARK SCHEME for the October/November 2013 series 0490 RELIGIOUS STUDIES 0490/12 Paper
More informationAl-Huda Schools are proud to present the 16 th annual. Islamic Knowledge Contest Grade 1
Al-Huda Schools are proud to present the 16 th annual Islamic Knowledge Contest 2019 Grade 1 Date: Saturday/Sunday March 23/24, 2019 Location: Each school in their own location. Contest Questions: A study
More informationKirklees and Calderdale Agreed Syllabus for RE 1.1. Which books and stories are special?
Kirklees and Calderdale Agreed Syllabus for RE 1.1 Which books and stories are special? About this unit: Pupils start by thinking about special books and stories for themselves, offering important links
More informationReligious Education Statement of intent
Religious Education Statement of intent Taught during two topic blocks during the year and supported by our assembly programme and additional events By the end of Phase three of school (years 4,5 and 6)
More informationBeginning to learn Islam. Muslims and Mosques in Oldham. Year 1 or 2. Oldham RE Syllabus Support Unit of work
Beginning to learn Islam. Muslims and Mosques in Oldham Year 1 or 2 Oldham RE Syllabus Support Unit of work 1 Beginning to Learn about Islam: What can we find out? YEAR GROUP 1 / 2 ABOUT THIS UNIT: Islam
More informationINFORMATION and GUIDANCE ON RAMADHAN 10/11 th August /10 th September 2010
INFORMATION and GUIDANCE ON RAMADHAN 10/11 th August 2010 9/10 th September 2010 INTRODUCTION This guide provides staff and managers with information regarding the Muslim month of Ramadan. Fasting during
More informationAl-Huda Schools are proud to present the 15 th annual. Islamic Knowledge Contest Grade 1
Al-Huda Schools are proud to present the 15 th annual Date: Sunday March 25, 2018 Islamic Knowledge Contest 2018 Grade 1 Location: Each school in their own location. Contest Questions: A study guide will
More informationSPECIMEN. Date Morning/Afternoon Time allowed: 1 hour
Oxford Cambridge and RSA GCSE (9 1) Religious Studies J625/02 Islam Beliefs and teachings & Practices Sample Question Paper Date Morning/Afternoon Time allowed: 1 hour You must have: OCR 12-page Answer
More informationPolicy: Religious Education
Philosophy At St John s Meads we believe that Religious Education has a unique and vital role to play within Education. It informs and extends the children s understanding of Christian beliefs and principles
More informationIntroduction to Islam
Introduction to Islam Basic Facts of Islam Islam is the third in succession of the three great monotheistic faiths born in the Middle East (Judaism, Christianity, Islam) Islam is the second largest religion
More information0490 RELIGIOUS STUDIES
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2011 question paper for the guidance of teachers 0490 RELIGIOUS
More information4 333 Per Person This is an offer if Paid in full before Ramadan otherwise it will continue as price above.
Ministry of Hajj Approved and Authorised Agent (License No. 2572) Companies House Reregister Number (04779031) Fully IATA Accreditation (License No. 91-2 7856 3) Fully ATOL Protected (License No. 6233)
More informationReligious Studies B GCSE (9 1)
Religious Studies B GCSE (9 1) Paper 1: Area of Study 1 Religion and Ethics Option 1A Catholic Christianity Time: 1 hour 45 minutes Instructions Use black ink or black ball-point pen. Answer all questions.
More informationNon - Statutory Guidance. Section 1. Curriculum Planning
Section 1 - Curriculum Planning Non - Statutory Guidance Section 1 Curriculum Planning 1 Section 1 Section 1 - Curriculum Planning Religious Education for the Foundation Stage The Foundation Stage begins
More informationAims and Principles for Religious Education at Haberdashers Aske s Hatcham Temple Grove Free School
Aims and Principles for Religious Education at Haberdashers Aske s Hatcham Temple Grove Free School Aims Whether our children are religious or not, human culture and history has been driven by religion,
More informationAS Religious Studies. 7061/2D Islam Mark scheme June Version: 1.0 Final
AS Religious Studies 7061/2D Islam Mark scheme 7061 June 2017 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel
More informationAt Churchwood Everyone Can Religious Education Curriculum Map 2016 ~ 2017
At Churchwood Everyone Can Religious Education Curriculum Map 2016 ~ 2017 Planning follows A Journey of Discovery the East Sussex Agreed Syllabus Text in red is exemplified on https://czone.eastsussex.gov.uk/teachinglearning/curriculum/religiouseducation/pages/primary.aspx
More information