Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 6 weeks Islam Introduction Beliefs Worship Sacred texts Muslims in Britain Much prior learning due to creation stories in year 7 sow, inspirational leaders, year 7 sow, celebrating diversity year 7 sow. Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences) End of unit assessment, GCSE style questions. A key word, an opinion question, a knowledge question and an evaluative question. Through circulating in class. End of unit assessment. I can distinguish between fact and belief. I can describe key concepts that are common to many religions. I can describe religious events, rituals and practices in a basic way. I can explain key concepts that are common to many religions. I can describe key concepts that are specific to particular religions studied. I can explain key concepts that are specific to particular religions studied. I can explain some connections between different concepts. I can interpret a wide range of key concepts specific to religions studied. I can accurately describe and explain the significance of religious concepts. Page 1 of 6
Lesson 1 Clear learning intentions 1 What is Islam? Who are Muslims? Clear success criteria Hook Presentation of content Guided practice Independent practice (homework) All will understand the link between Islam, Christianity and Judaism. explain the term Abrahamic religions and monotheistic. combine what they already know about Islam and what is learnt today to understand Muslim attitudes to Christians and Jews. Starter: kwl grid pupils to fill in the first two columns. Pupils to read pages 16 and 17 of Islam in today s world. Map of the world pupils to colour in areas where Muslims live. Tree of the genealogy and verse of the Quran pupils to write a paragraph explaining the link between the lineages. Reading and extended writing How does Islam promote unity and diversity? Bring in a picture to show this with a paragraph answering the question. Closure Can you think of a question today s lesson has made you ask? 2 2 Who is Muhammad (PBUH)? What is his significanc e in Islam? All will be able to give basic description about who Mohammad was. explain why prophet Mohammad is so important for Muslims. evaluate on examples from his life and how it affects Muslims lives. Starter: word search (sen). Muhammad is pupils select from a list of characteristics they believe Muhammad had. Sequencing the early life of the prophet. Watch video on Muhammad as a prophet and create a story board on his life. Story board. Why do Muslims think it is wrong to depict the Prophet? Write a paragraph. GCSE style question, do you think.. Page 2 of 6
3 3 What are the five pillars? All pupils will know what the 5 pillars of Islam are. Most pupils will know how they relate to the daily life of a Muslim. see and analyse the similarities and differences between the 5 pillars and the 10 commandments. Starter: What do you notice about pictures? I will put you into groups of 5. Number 1- Shahadah, 2- Salat, 3- Sawm, 4- Zakah, 5- Hajj. Write down as much as you can about your pillar. Explain to the rest of the group what it is. If you do not know anything about your pillar put your hand up and I will give you a help sheet. http://www.rahmahmuslim homeschool.co.uk/index/fiv e-pillars-of-islam What are the similarities between the Five Pillars of Islam and the 10 Commandments. What are the differences? Why do you think that there are some similarities between the 5 Pillars of Islam and the 10 Commandments? Throughout group work and comparison A sentence for each pillar and how it affects a Muslims life. GCSE evaluation question. 4 4 What are the six articles of faith? All pupils will be able to say and explain what the most of the 6 article of Islam are. see the importance of predestination for the 6 articles of faith. recognise the importance of Islamic art for representing the 6articles of faith. Starter: if you had to use one word to describe God what would it be and why? http://www.youtube.co m/watch?v=fxifhhvyw9 0 Watch the clip and write down 3 key points. Pupils to get a sheet with the six articles of faith. In pairs pupils to read the information cards and write down 3 bullet points for each article in the table. Pupils to do sheet on tawhid. ( they are differentiated) Throughout group work GCSE style question. Random name generator. Page 3 of 6
5 5 Where do Muslims find wisdom? All of you should be able to name the Holy book in Islam, what language its in and where it came from. Most of you should be able to explain how Muslims show respect and love for this book. Some of you will be able to discuss the importance and role of the Qur an in a Muslims life. Starter: the revelation definition and sentence Read the information sheet as a class on the Quran. Pupils get a chance to look through the Quran in pairs. Do worksheet on Quran (differentiated) pupils will need to use the Quran. Higher order questions on the Qur an. Throughout extended writing How many years did it take for the Qur an to be revealed? Write down two ways that Muslims show respect to the Quran. Write down one reason why Muslims believe that the Quran has to be recited in the Arabic language? Reflecting on Los. Do you know the name of the Holy book of Islam? The language its written and recited in? Where it came from? Can you explain how Muslims show their love and respect for the Quran? Are you able to discuss how the Quran has an importance to a Muslim s life? Page 4 of 6
6 6 What is Shari ah and should it be followed? All pupils will understand that shariah law is more than just a set of laws, it represents an Islamic way of life. Most pupils will be able to reflect on the difficulty of defining the good life. Some pupils will be able to argue from both sides about severe punishments in shariah law. Starter: Open discussion about shari ah and what it means. Also the literal meaning a method/a way to water. In groups (preferably 6), look through images (what is shari ah) and explain whether they relate to shari ah and how. Qur an and hadith as a source of shari ah. Read Islam in Focus page 6 (first paragraph) and 8-9 as a class. In groups (preferably 6), pupils are to choose one topic from the images (what is shari ah?) and act out a Shari ah courtroom scenario. Pupils may choose any scenario within the given topic and must offer an explanation as to the solution offered by the shari ah courts. Throughout extended writing If you were a king/queen would you implement shar iah in your land? If not, why? If so, how? One pupil starts to speak about the topic covered. At the first repetition, pause or mistake another takes over - and so on until the minute is up. Pupils required to write two paragraphs on their understanding of shari ah, it s aims, advantages and disadvantages. 7 KQ: How can I revise for the assessment on Islam? To be able to track knowledge on Islam. To be able to take away one revision resource. To be able to show a full knowledge and understanding of the topic on forgiveness. Learners to mind-map everything they can remember about the topic. Learners to complete revision activities. Revise for end of unit test. Must bring in a revision resource. Pop quiz on topic. Page 5 of 6
8 KQ: How can I show my knowledg e on the topic of Islam. 9 KQ: How can I improve on my assessme nt on Islam. All will be able to answer a question on the topic of Islam. explain their answers using PPE. describe why people may disagree with their view point. All will be able to reflect on their test and see areas for improvement. pick a question to redraft. add religious scripture to strengthen their answer. Set assessment protocol. Instructions on general class mistakes. Students to complete assessment. Read assessment and redraft question. Learners to research scripture which they can add to support answer. Re-draft of question. Pupils to research one world religious view on why Islam is an interesting/debated/im portant religion. Pupils to create a mind map for revision of all the topics they have done so far. Learners to selfassess how well they feel they did on the assessment. Learners read through each other s work for ideas on how to improve their own. Page 6 of 6