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 Learners Team Workers Self Managers Effective Participators Identify questions to answer Generate ideas and Identify and invite feedback. Deal Collaborate and Organise time and Discuss issues of concern to seek resolution. Propose and problems to solve. explore positively with praise, setbacks show consideration resources, prioritising practical ways forward, breaking tasks down into Explore issues, events or possibilities. Create and criticism to inform future to others. Work resources. Show manageable steps. towards common commitment / problems from different solutions and follow progress. goals. perseverance. perspectives. ideas through. BELIEFS AND TEACHINGS Content coverage Zakah: Almsgiving Resources ISLAM Aims/learning outcomes To know the origins of Zakah To understand how and why Zakah given To identify the benefits of giving Zakah To understand the Shi a practice of Khums The AQA GCSE Religious Studies Student Book Taleemul Haq SMSC (Spiritual, moral, social & cultural development) Spiritual development is reflected by: Exploring religious beliefs enjoyment in learning about themselves, others and the world. Use of imagination and creativity by reflecting on key questions of meaning Differentiation All pupils will be able to explain the practice of Zakah Most pupils will be outline the recipients of Zakah
and truth. Showing respect and tolerance for people s opinions and feelings. Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues Moral development is reflected by: The right of others to hold differing views. Consideration and concern for people with differing views Differentiating between right and wrong. Social development is reflected by: Personal responsibilities and rights of being members of communities (local, national and global); The ability to relate to others including a range of religious, ethnic backgrounds. To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities. Cultural development is reflected by: Respect for their own culture and that of others (culture diversity) Showing interest in differences in relation to culture Some pupils will be able to evaluate if Zakah can eradicate world poverty Activities/Assessment Discuss why Zakah is believed to be an act of worship? Discuss what the obligation of giving Zakah teaches Muslims? Discuss How Khums differ from Zakah Cross Curricular ICT English Researching opposing points of view Speaking skills through debated discussions Literacy development in written assignments (Quality of written communication and SPAG)
Homework 1 (45 minutes) Giving money to the poor should not be an obligatory duty. Evaluate this statement. In your answer, you should: Refer to Muslim teaching Give developed arguments to support this statement Give developed arguments to support a different point of view Reach a justified conclusion (12 marks) BELIEFS AND TEACHINGS Content coverage Hajj: Pilgrimage Resources ISLAM Aims/learning outcomes To understand the importance of Hajj To understand the origins of Hajj To identify how Hajj is performed (from the begin to end) To understand the significance of Hajj for Muslims The AQA GCSE Religious Studies Student Book Taleemul Haq SMSC (Spiritual, moral, social & cultural development) Spiritual development is reflected by: Exploring religious beliefs enjoyment in learning about themselves, others and Differentiation All pupils will be able to trace the origins of Hajj back to the Prophet Ibrahim
the world. Use of imagination and creativity by reflecting on key questions of meaning and truth. Showing respect and tolerance for people s opinions and feelings. Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues Moral development is reflected by: The right of others to hold differing views. Consideration and concern for people with differing views Differentiating between right and wrong. Social development is reflected by: Personal responsibilities and rights of being members of communities (local, national and global); The ability to relate to others including a range of religious, ethnic backgrounds. To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities. Cultural development is reflected by : Most pupils will be able to explain the procedure of Hajj Some pupils will be able evaluate if the benefits of Hajj outweigh the challenges? Respect for their own culture and that of others (culture diversity) Showing interest in differences in relation to culture Activities/Assessment Discuss why does Muslims on Hajj re- enact Hajra as desperate search for help? Discuss - How Ihram is a sign of purity and equality? Cross Curricular ICT English Researching opposing points of view
Discuss why certain things are not permitted during Hajj Research Malik al -Shabbaz (Malcom X) experience of Hajj in 1964 Watch the video journey of a lifetime https://www.youtube.com/watch?v=ev2ycpjcot M Homework 1 (45 minutes) Create a flow chart. Include all the main places that pilgrims visit on Hajj in the correct order. Include brief captions to describe what happens at each place. Homework 2 (45 minutes) The most important lesson of Hajj is it teaches unity and equality. Evaluate this statement. In your answer, you should: Speaking skills through debated discussions Literacy development in written assignments (Quality of written communication and SPAG) Refer to Muslim teaching Give developed arguments to support this statement Give developed arguments to support a different point of view Reach a justified conclusion (12 marks)
BELIEFS AND TEACHINGS Content coverage Jihad Resources ISLAM Aims/learning outcomes To understand the origins of Jihad To identify the influence and significance of Jihad To understand the difference between greater and lesser Jihad The AQA GCSE Religious Studies Student Book Taleemul Haq SMSC (Spiritual, moral, social & cultural development) Spiritual development is reflected by: Exploring religious beliefs enjoyment in learning about themselves, others and the world. Use of imagination and creativity by reflecting on key questions of meaning Differentiation All pupils will be able to outline the meaning to the term Jihad Most pupils will be able to differentiate between Greater and lesser Jihad
and truth. Showing respect and tolerance for people s opinions and feelings. Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues Moral development is reflected by: The right of others to hold differing views. Consideration and concern for people with differing views Differentiating between right and wrong. Social development is reflected by: Personal responsibilities and rights of being members of communities (local, national and global); The ability to relate to others including a range of religious, ethnic backgrounds. To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities. Cultural development is reflected by : Some pupils will be able to evaluate if the greater Jihad is to build bridges through friendship Respect for their own culture and that of others (culture diversity) Showing interest in differences in relation to culture Activities/Assessment Discuss describe different ways in which Muslims practice greater Jihad Discuss why it is impossible to Justify terrorism as an example of lesser Jihad or holy war Reserch www.myjihad.org Why do you think they wanted to run this Cross Curricular ICT English Researching opposing points of view Speaking skills through debated discussions Literacy development in written assignments (Quality of written communication and SPAG)
campaign? Homework 1 (45 minutes) The greater Jihad is more important than the lesser Jihad. Evaluate this statement. In your answer, you should: Refer to Muslim teaching Give developed arguments to support this statement Give developed arguments to support a different point of view Reach a justified conclusion (12 marks) BELIEFS AND TEACHINGS ISLAM Content coverage The festivals of Eid Ul Fitr, Eid Ul Adha and Ashura Aims/learning outcomes To understand the origins of Eid Ul Fitr, Eid Ul Adha and Ashura To identify how Eid Ul Fitr, Eid Ul Adha and Ashura are celebrated Resources The AQA GCSE Religious Studies Student Book Taleemul Haq SMSC (Spiritual, moral, social & cultural development) Spiritual development is reflected by: Exploring religious beliefs enjoyment in learning about themselves, others and Differentiation All pupils will be able to outline the reasons behind the celebrations of Eid Fitr, Eid Ul Adha and Ashura
the world. Use of imagination and creativity by reflecting on key questions of meaning and truth. Showing respect and tolerance for people s opinions and feelings. Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues Moral development is reflected by: The right of others to hold differing views. Consideration and concern for people with differing views Differentiating between right and wrong. Social development is reflected by: Personal responsibilities and rights of being members of communities (local, national and global); The ability to relate to others including a range of religious, ethnic backgrounds. To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities. Cultural development is reflected by : Most pupils will be able explain how Eid Ul Fitr,Eid Ul Adha and Ashura is celebrated in Britain today Some pupils will be able to evaluate if All Muslims should celebrate the same festivals for the same reasons. Respect for their own culture and that of others (culture diversity) Showing interest in differences in relation to culture Activities/Assessment Discuss why many Muslims in the UK prefer to make the sacrifice of giving money to the poor than the meat to the poor Cross Curricular ICT Researching opposing points of view Discuss the following statement Ashura is more English
significant to Sunni Muslims Homework 1 (45 minutes) Muslims living in the UK should not celebrate their Islamic festivals. Speaking skills through debated discussions Literacy development in written assignments (Quality of written communication and SPAG) Evaluate this statement. In your answer, you should: Refer to Muslim teaching Give developed arguments to support this statement Give developed arguments to support a different point of view Reach a justified conclusion (12 marks)