Subject: Religious Education Key Stage 4 Scheme of Work ... - Yr10.11 Islam SO… · Subject:...

Subject: Religious Education Key Stage

4

Scheme of Work: Grades 1-9

Term: Autumn/Spring/Summer

Topic / Unit(s) Islam: Beliefs and Practices

Overview / Context Students will study the main beliefs of Islam including; the six articles of faith, the five roots, the nature of Allah, Prophets including Muhammad, Ibrahim and Adam, holy books, angels, predestination, beliefs about life after death including paradise and hell.

Students will also study the practices within Islam including the Five Pillars of Islam, the Mosque, the Ten Obligatory Acts, Jihad and festivals such as Id ul Adha, Id ul Fitr and Ashura. Students need to be aware of the similarities between Sunni and Shi’a Islam.

Assessment/Mastery

Success criteria

1 Demonstrate some simple knowledge and understanding of some religious beliefs and

practices and know the name of some sources of wisdom Demonstrate some understanding that religions have different ideas and their followers

do different things to show this Express a simple opinion on matters of religion or belief using everyday language,

recognizing others might have different views

2 Demonstrate limited knowledge and understanding of some beliefs and practices, with

simple reference to sources of wisdom and authority Demonstrate some understanding of different views and practices between religions

Express an opinion on matters of religion or belief using everyday language, recognizing others might have different views

3 Demonstrate some relevant knowledge and understanding of some beliefs and practices,

with limited reference to sources of wisdom and authority

Demonstrate some understanding of different views and practices between religions Express own opinion and present two different views on matters of religion or belief,

including some keywords

4 Demonstrate generally sound knowledge and understanding of a range of beliefs and

practices, with some reference to sources of wisdom and authority

Demonstrate some understanding of different views and practices within and between religions or beliefs

Construct a reasoned point of view on matters of religion or belief, based on some evaluation of different perspectives, and using some specialist keywords

5 Demonstrate mostly accurate knowledge and understanding of a widening range of beliefs and practices, with reference to sources of wisdom and authority

Demonstrate sound understanding of both shared and contrasting views and practices within and between religions or beliefs

Construct a reasoned point of view on matters of religion or belief based on some analysis and evaluation of different perspectives, and attempting to use accurate

specialist vocabulary

6 Demonstrate accurate and relevant knowledge and understanding of a wide range of beliefs and practices, with selected references to sources of wisdom and authority

Demonstrate detailed understanding of both common and divergent views and practices within and between religions or belief systems

Construct a fairly convincing argument on matters of religion or belief, based on analysis and evaluation of different perspectives, and using accurate specialist vocabulary

7 Demonstrate accurate and relevant knowledge and understanding of a wide range of

beliefs and practices, with selected references to sources of wisdom and authority Demonstrate detailed understanding of both common and divergent views and practices

within and between religions or belief systems, making links between these and competing sources of authority

Construct a fairly convincing argument on matters of religion or belief, based on critical analysis and evaluation of different perspectives, and using accurate specialist

terminology

8 Demonstrate relevant and comprehensive knowledge and understanding of a wide range of beliefs and practices, with well-integrated and selected references to sources of

wisdom and authority Demonstrate detailed understanding of both common and divergent views and practices

within and between religions or belief systems, explaining the links between these and competing sources of authority

Construct a sustained and convincing argument on matters of religion or belief, based on critical analysis and evaluation of different perspectives – including a considered

personal one – and using accurate specialist terminology

9 Demonstrate relevant and extensive knowledge and understanding of a complete range

of beliefs and practices, with many well-integrated and carefully selected references to sources of wisdom and authority

Demonstrate detailed and empathetic understanding of both common and divergent views and practices within and between religions or belief systems, along with accurate

knowledge of the competing wisdoms/authorities which lead to division or variation

Construct a sustained and convincing argument on matters of religion or belief, based on

critical analysis and evaluation of different perspectives, and using accurate specialist

terminology and including fully justified personal reflections

Curriculum Opportunities English; students will be analyzing texts from the Qur’an and interpreting their meaning. They will argue different points of view to reach a justified conclusion.

Geography; students will learn about places of importance to Muslims in Saudi Arabia and where Muslims live in the world today.

History; students will learn about Prophets through History which are important across three different religions

SMSC Spiritual Moral Social Cultural

Assessment Opportunities

PAIR Marking to be completed:

-Lesson 3 – Evaluation on whether God exists

-Lesson 7 – Mika’il is more important than Jibril

-Lesson 11 – Adam is more important than Ibrahim

-Lesson 15 – practice exam questions

-Lesson 23 – It is never right to fight in a holy war

Assessment Cycle:

1 2 3

Key Vocabulary Adalat, Akhirah, Al-Qadr, Benificence, Hadith, Hajj, Jihad, Jummah, Khums, Madinah, Makkah, Merciful, Omnipotence, Predestination, Ramadan, Risalah, Salah, Sawm, Shahadah, Shi’a, Sunni, Surah, Tawhid, Transcendence, Ummah and Zakat.

Wider Reading -Religious Studies Specification A: Lesley Parry, Jan Hayes and Shiela Butler -All information and resources are provided with each individual lesson

Teacher Notes It is important that students understand the differences between Sunni and Shi’a Muslims

The Three Peaks

Objectives

Teaching and Learning Activities Assessment Notes

Lesson 1

1. Gathering.

Describe the six articles of faith of Sunni Islam and how these beliefs might affect a Muslims life

2. Processing

Infer complex questions using the question matrix that you would like to ask about the 6 articles of faith

3. Applying

Bell task

Write down 6 beliefs you have.

Learning toolbox

-View the 6 beliefs of Sunni Islam. Bronze, silver, gold activity.

-Students will use the question matrix to devise some complex questions about the 6 Sunni beliefs

Maps: Questioning matrix

Caps: White and red

Habits of the mind: Be clear and look at it another way

Plenary

Evaluation question: Do you believe all of the six articles of faith are important? Bronze, silver, gold activity.

Bronze, silver, gold activity

Questioning matrix

Questioning

Discussion

Resources:

Power point

Key Vocabulary/Literacy opportunities

Sunni

Pre-destination

Allah

Qur’an

Marking Opportunity:

Red pen maintenance

Recall/Homework:

Homework project

Evaluate the importance of the sic articles of faith

SMSC:

Spiritual; ;learning about the beliefs of Sunni Muslims

Misconceptions:

Students find the concept of pre-destination difficult to grasp

The Three Peaks

Objectives

Teaching and Learning Activities Assessment Notes

Lesson 2

1. Gathering.

Describe the five roots of Shi’a Islam

2. Processing

Explain how the five roots of Shi’a Islam affect the lives of Muslims

3. Applying

Evaluate the similarities and differences between the five roots and the six articles of faith

Bell task

Recall the six articles of faith

Learning toolbox

-Students will explain the five roots of Shi’a Islam using the information about the five roots.

-Bronze, silver, gold activity on how the five roots influences Muslims today (Shi’a)

Maps:

Caps:

Habits of the mind:

Plenary

Double bubble map on the similarities and differences between Sunni and Shi’a Muslims and their beliefs

Recall task

Five roots explanation


Resources:

Power point

Double bubble map


Students are writing to explain


Red pen maintenance

Recall/Homework:

Homework project

SMSC:

Spiritual; exploration of Muslim beliefs

Misconceptions:

None

Lesson 3

1. Gathering.

Bell task

List words to describe God

Learning toolbox

Words to describe God

Resources:

Power point

Writing frames 12 markers

Describe the term Tawhid

2. Processing

Explain the meaning of some of the Surah’s connected to Tawhid

3. Applying

Evaluate whether there is a God

-Using power point define the term Tawhid. Bronze, silver, gold activity including an acrostic poem.

-Give students 99 names of Allah. Students will choose between 3 and 5 of the names. What does each name say about Allah? How does each name enhance a Muslims understanding of Tawhid?

-Students will interpret two Surah’s (Surah 1 and Surah 112)

-PAIR Marking activity. 12 mark exam question – ‘There is no God’

Maps: None

Caps: White, yellow, black and red


Plenary

Completion of PAIR marking activity

Interpretation of 99 names of Allah

PAIR marking activity

Discussion

Questioning


Students are evaluating arguments and reaching a justified conclusion


Red pen maintenance

PAIR marking

Recall/Homework:

Homework project

SMSC: Moral; offering reasoned views

Misconceptions:

None

Lesson 4

1. Gathering.

Describe the nature of Allah as omnipotent

2. Processing

Explain Muslim beliefs about Allah as immanent and transcendent

3. Applying

Evaluate whether you believe Allah is immanent or transcendent

Bell task

Response to green pen PAIR marking

Learning toolbox

-Students will explain the quality of God; omnipotence using the factual information.

-Discuss and define the terms immanence and transcendence. Bronze, silver, gold activity. Students will also interpret a set of quotations relating to these terms.

Maps: None

Caps: White and red

Habits of the mind: Strive for accuracy and look at it another way

Plenary

Evaluation question: ‘Allah is immanent not transcendent.’

PAIR marking response

Discussion

Questioning

Evaluation question


Resources:

Power point


Students will argue different points of view and will also interpret quotes


Red pen maintenance

Recall/Homework:

Homework project

SMSC: Spiritual – exploration of religious beliefs

Misconceptions:

None

Lesson 5

4. Gathering.

Describe how Allah is beneficent and merciful

5. Processing

Explain the concept Adalat and how humans could show fairness and justice in their own lives

6. Applying

Evaluate which is the most important quality of God

Bell task

Do you believe that all people deserve to be loved?

Learning toolbox

-View the examples of moral and natural evil in the world. Why do these things happen? How could Allah allow these things to happen? Could or should be stop them?

-View definitions of the terms beneficence and mercy including how Allah remains beneficent and merciful in a world which contains evil. B; describe the terms beneficence and mercy. S; Explain how Allah shows his beneficence and mercy (bubble). Gold; Why might some people doubt that Allah is beneficent and merciful in our world?

-Read about the concept of Adalat. Bronze, silver, gold activity. Is it impossible for humans to be truly just?

Maps: Bubble

Caps: White

Habits of the mind: Persist and keep learning

Plenary

Display all qualities of God. Opinion based question on which is the most important

Opinions

Discussion

Questioning

Bronze, silver, gold tasks

Resources:

Power point


Students are writing to describe and to explain


Red pen maintenance

Recall/Homework:

Homework project

SMSC: Spiritual; exploration into Muslim beliefs about God

Misconceptions:

Adalat definition

Lesson 6

1. Gathering.

Describe what angels are and what they do

2. Processing

Explain the role of angels

3. Applying

Bell task

Do you believe in angels? Opinion based question

Learning toolbox

-Watching the media clips which show supposed footage of angels or situations where angels are believed to have acted. Discussion and feedback

-View the slides on the power point which explains what angels are and what they do. Bronze, silver, gold activity.

-Students will produce a circle map on the role of angels within Islam

Discussion

Questioning

Reponses to media clips


Angel research

Resources:

Power point

Angel fact sheets




Red pen maintenance

Evaluate the role of different angels

-Students to be given information about four of the angels in Islam; Nakir and Munkir, Malik and Israfil. Kiraman and Katibeen could also be included. Using the information students need to make notes about what each angel does and why each of them is important to Muslims

Maps: Circle

Caps: White and red

Habits of the mind: Enjoy yourself and use every sense

Plenary

Which of the four angels studied today do you think is the most important and why?

Recall/Homework:

Homework project

SMSC: Spiritual; exploration into the Muslim beliefs about angels

Misconceptions:

Students often refer to the two angels on the shoulders as an angel and a devil

Lesson 7

1. Gathering.

Describe why Jibril is an important angel

2. Processing

Explain who Mika’il is and what Mika’il does

3. Applying

Evaluate whether Mika’il is more important than Jibril

Bell task

Recall: What did you learn about angels? What is the role of angels?

Learning toolbox

-Using the fact file on Jibril students to assess why Jibril is an important angel within the religion Islam. Bronze, silver, gold activity.

-Mika’il fact file to be viewed. What is the role of this angel and why is Mik’ail important? Bronze, silver gold activity.

-Discussion and feedback.

-PAIR marking activity based on 12 mark exam question; ‘Mika’il is more important than Jibril’

Maps: None


Habits of the mind: Be clear and be creative

Plenary

Completion of write up

PAIR marking

Discussion

Questioning

Bronze, silver, gold activities

Resources:

Power point



Red pen maintenance

Recall/Homework:

Homework project

SMSC:

Misconceptions:

Lesson 8

Bell task

Green pen response to PAIR marking

Flow maps

Resources:

Power point

1. Gathering.

Describe the concept Risalah

2. Processing

Explain Muslim beliefs about pre-destination

3. Applying

Evaluate the concept of pre-destination

Learning toolbox

-Students to produce a flow map on the concept of Risalah as this concept flows through the whole of a Muslims life. Forms of Risalah need to be named, key points and how they provide guidance for humans need to be included.

-View the Muslim beliefs about pre-destination. Bronze, silver, gold activity.

Maps: Flow map

Caps: White

Habits of the mind: Be creative

Plenary

Do you believe in the concept of pre-destination?

Bronze, silver, gold task

Discussion

Questioning

Flow maps


Writing to explain


Red pen maintenance

Recall/Homework:

Homework project

SMSC: Spiritual – exploration of Muslim beliefs about pre-destination

Misconceptions:

None

Lesson 9

1. Gathering.

Describe Muslim beliefs about life after death

2. Processing

Explain Muslim beliefs about paradise and hell and how a belief in paradise and hell could affect the life of a Muslim

3. Applying

Evaluate whether you believe in life after death

Bell task

Write down 5 words you associate with heaven and hell

Learning toolbox

-Students to view Muslim beliefs about life after death. Bronze, silver gold activity. (Circle map)

-View different images and information about paradise and hell within the Islam religion. Using the images and information students to explain beliefs about paradise and hell and how these beliefs could influence the lives of Muslims.

Maps: Circle map

Caps: White and red

Habits of the mind: Use every sense

Plenary

Do you believe in life after death? Bronze, silver, gold


Evaluation question

Discussion

Questioning

Resources:

Power point




Red pen maintenance

Recall/Homework:

Homework project

SMSC:

Spiritual; exploration of Christian beliefs

Misconceptions:

None

Lesson 10

1. Gathering.

Describe the term Prophet hood and recite names of important Prophets

2. Processing

Analyze the life of Adam and why he is important to the religion

3. Applying

Evaluate quotes relating to the Prophet Adam

Bell task

Make words for the Prophet names

Learning toolbox

-Explain the term Prophet hood and the names of the Prophets students will be studying in detail: Adam, Ibrahim and Muhammad. Do students have any prior knowledge of these prophets?

-Read and annotate the life of Adam. Media clip can also be used. Discussion and questioning. Students to complete bronze, silver, gold tasks.

Maps: Bubble

Caps: White and green

Habits of the mind: Be clear and strive for accuracy

Plenary

Students to view the quotations relating to Prophet Adam. What do they mean?

Discussion

Questioning

Quote analysis

Bubble map

Bronze , silver, gold activity

Resources:

Power point


Students are writing to explain and are analyzing quotations


Red pen maintenance

Recall/Homework:

Homework project

SMSC: Spiritual; exploration about Muslim beliefs about Adam

Misconceptions:

Link to Christian religion

Lesson 11

1. Gathering.

Describe the life of Prophet Ibrahim

2. Processing

Explain why Prophet Ibrahim is important to the Muslim religion

3. Applying

Bell task

Recall; life of Adam and why he is important

Learning toolbox

-Read the life of Ibrahim using annotations including watching the media clip. Students to produce a flow map to outline his life.

-Discussion on the importance of Ibrahim to the Muslim religion followed by bronze, silver and gold activity.

-PAIR marking question. ‘Prophet Adam is more important to the Muslim religion than the Prophet Ibrahim.’ 12 mark exam question

Maps: Flow map


Habits of the mind: Understand others and look at it another way

PAIR marking

Discussion

Questions

Flow map

Resources:

Power point


12 mark evaluation exam question


Red pen maintenance

PAIR marking

Recall/Homework:

Homework project

Evaluate whether the Prophet Adam or Ibrahim is more important

Plenary

Completion of PAIR marking question

SMSC: Spiritual – Muslim beliefs about Prophets

Misconceptions:

None

Lesson 12

1. Gathering.

Describe the life of the Prophet Muhammad

2. Processing

Explain why Muhammad is important

3. Applying

Evaluate which Prophet is the most important in your opinion

Bell task

Recall facts about Adam and Ibrahim

Learning toolbox

-Read the life of Muhammad and also watch relevant media clip. Annotate information and discuss misconceptions. Activity based on bronze, silver, gold criteria.

-Evaluation on the importance of Muhammad. Circle map on the importance of Muhammad.

Maps: Circle maps

Caps: White and red

Habits of the mind: Be clear and use what you’ve learned

Plenary

Students to decide which prophet they believe is the most important out of Muhammad, Ibrahim and Adam and reasons why

Recall activity


Circle map

Evaluation question

Evaluation question

Resources:

Power point


Students explain a personal opinion and justify their choices


Red pen maintenance

Recall/Homework:

Homework project

SMSC: Spiritual; exploration of Muslim beliefs about Muhammad

Misconceptions:

None

Lesson 13

1. Gathering.

Describe the revelation and compilation of the Qur’an

2. Processing

Explain the authority of the Qur’an

3. Applying

Bell task

Make words from the following: The Quran

Learning toolbox

-Students to study how the Qur’an was revealed and the compilation of the Qur’an. They will explain how the Qur’an was revealed and differing views on how it was compiled.

-Study the beliefs and origins of the Qur’an and what the Qur’an contains. Bronze, silver, gold activity.


Evaluation question

Discussion

Questioning

Resources:

Power point


Discussion on the relevance of the Qur’an using formulated arguments


Evaluate why the Qur’an is an important book

-View Shari’ah law and discuss whether it can fit into the modern world as it derived around 1400 years ago. Opinion based question with criteria.

Maps: None

Caps: White and red

Habits of the mind: Persist and be clear

Plenary

Summarize why the Qur’an is an important book.

Red pen maintenance

Recall/Homework:

Homework project

SMSC: Spiritual; exploration of Muslim beliefs about the Qur’an.

Misconceptions:

None

Lesson 14

1. Gathering

Describe the other holy books within Islam

2. Processing

Explain what authority other holy books have

3. Applying

Evaluate which holy book is the most important and why

Bell task

Recall; How was the Qur’an revealed and compiled?

Learning toolbox

-Give students the fact files on the other holy books. Table to complete using the information. Feedback and discussion.

-Group task; evaluate the benefits and problems with the other holy books within Islam. Feedback and discussion. Students to add information tin green pen to their original answers.

-Question matrix activity; students to devise questions about the holy books using the matrix

Maps: Questioning matrix



Plenary

Bronze, silver, gold evaluation question: Which holy book do you think is the most important and why?

Discussion

Questioning


Question matrix

Table

Resources:

Power point


Students will argue the benefits and problems associated with the different holy books in Islam


Red pen maintenance

Recall/Homework:

Homework project

SMSC: Spiritual; exploration of holy books within Islam

Misconceptions:

Confusion can arise when connecting the Gospels to Islam

Lesson 15

Bell task

What are the holy books within Islam task

PAIR marking

Resources:

Power point

1. Gathering.

Describe how to score full marks in GCSE RE examinations

2. Processing

Explain answers to possible exam questions

3. Applying

Evaluate completed answers to exam questions

Learning toolbox

-Guide students how to answer GCSE RE exam questions showing examples and model answers.

-Students to practice possible exam questions (PAIR marking) activity.

Maps: None


Habits of the mind: Be clear

Plenary

Students to assess completed answers against the mark scheme

Discussion

Questioning

Self assessment


Students are describing, explaining and evaluating


Red pen maintenance

PAIR marking

Recall/Homework:

Homework project

SMSC: Spiritual; explanation of Muslim beliefs

Moral; offering reasoned views

Misconceptions:

Will be evident following marking

Lesson 16

1. Gathering.

Describe the Five Pillars of Islam

2. Processing

Explain Shahadah Pillar 1 and how this might affect the life of a Muslim

3. Applying

Evaluate how Muslims prepare for prayer (Salah)

Bell task

Green pen response to PAIR marking task from last lesson

Learning toolbox

-What do you believe in? How does this affect your everyday life?

-Display the 5 Pillars of Islam explaining each one briefly. Bronze, silver, gold activity

-Study Pillar 1 the Muslim declaration of faith. How might this pillar affect the life of Muslim?

-View the fact file on how Muslims prepare for prayer including Wuzu. Students will explain how Muslims prepare for prayer and why they do each of these things to show their importance.

Maps: Circle map

Caps: White

Habits of the mind: Strive for accuracy

PAIR response


Discussion

Questioning

Resources:

Power point


Students are writing to explain and to describe


Red pen maintenance

Recall/Homework:

Homework project

SMSC: Spiritual – exploration of Muslim beliefs

Misconceptions:

Plenary

How might prayer affect the life of a Muslim?

None

Lesson 17

1. Gathering.

Describe how Muslims pray including differences between Sunni and Shi’a Muslims

2. Processing

Explain why it is important for Muslims to pray

3. Applying

Evaluate Jummah prayer

Bell task

Explain how Muslims prepare for prayer and why each action is important

Learning toolbox

-Study the Rak’ah and recitations and the differences in the ways that Muslims prayer between the two Muslim sects. Bronze, silver, gold activity

-Bubble map on the importance of prayer and the benefits of praying to Allah

-View the fact file and media clip on Jummah prayer and prayer at home. Discussion and questioning

Maps: Bubble

Caps: White and yellow

Habits of the mind: Keep learning

Plenary

Is Jummah prayer more important than prayers on other days?

Recall from last lesson

Bubble map

Discussion

Questioning

Evaluation question

Resources:

Power point


Rak’ah and Jummah


Red pen maintenance

Recall/Homework:

Homework project

SMSC: Spiritual; exploration of Muslim practices about prayer

Misconceptions:

None

Lesson 18

1. Gathering.

Describe what Zakah is and how it is given

2. Processing

Analyze the benefits of giving and possible dangers

3. Applying

Evaluate whether the poor should help themselves

Bell task

Describe the differences between Sunni and Shi’a Muslims in their practices of prayer

Learning toolbox

-If you won a large amount of money and had to choose a charity to give this to which charity would it be and why?

-View power point which explains what Zakah is and how it is given. Bronze, silver, gold activity.

-Students in groups to devise benefits and problems with giving Zakah within bubble or circle maps. Feedback and discussion.

-12 mark exam question: ‘The poor should help themselves.’ Writing frames to be given to help with structure.

Maps: Bubble or circle

Differences bell task


Circle or bubble maps

Feedback and discussion

12 mark exam question

Resources:

Power point


Students are evaluating two points of view in order to reach a conclusion


Red pen maintenance

Recall/Homework:

Homework project


Habits of the mind: Question and problem solve

Plenary

Completion; 12 mark exam question

SMSC: Spiritual; exploration of Muslim practices with regards to the giving of alms.

Misconceptions:

None

Lesson 19

1. Gathering.

Describe the term Sawm and why it is done and the duties involved

2. Processing

Explain the benefits of Sawm

3. Applying

Evaluate whether Sawm makes Muslims better people

Bell task

Mini whiteboards – benefits and problems with giving alms

Learning toolbox

-Students will produce a fact file against a success criteria to explain a definition of sawm, what it requires, why it is done, who is exempt from fasting and a personal view on whether it is a good idea or not.

-Students in pairs to produce a bubble map to explain the benefits of fasting. Feedback and discussion. Students to add extra ideas in green pen.

Maps: Bubble

Caps: White, yellow and red

Habits of the mind: Look at it another way and be clear

Plenary

Evaluation task – bronze, silver, gold criteria on whether Sawm makes Muslims better people.

Bell task recall

Fact file

Bubble maps


Evaluation task

Resources:

Power point


Key word: SAWM

Students are writing to explain and describe


Red pen maintenance

Recall/Homework:

Homework project

SMSC: Spiritual; exploration of Muslim beliefs about fasting

Misconceptions:

None

Lesson 20

1. Gathering.

Describe what Muslims do when they go on pilgrimage to Makkah

2. Processing

Bell task

Sawm questions based on previous lesson to answer

Learning toolbox

-Watch media clips to show the pilgrimage to Makkah. Students to make notes during the video. Feedback and discussion.

-View the reasons why each place holds significance to Muslims on the Hajj journey. Bronze, silver, gold task.

-Notes during video



Resources:

Power point


Students are writing to explain and to describe


Explain the significance of the places visited on the Hajj journey

3. Applying

Evaluate how the Hajj journey influences the lives of Muslims today

-Which place do students believe is the most significant for Muslims on the pilgrimage to Makkah and why?

Maps: None

Caps: White and red

Habits of the mind: Use every sense and be creative

Plenary

How might the Hajj journey influence the lives of Muslims today?

Evaluation plenary

Red pen maintenance

Recall/Homework:

Homework project

SMSC: Spiritual; the significance of the Hajj to Muslims

Misconceptions:

Lesson 21

1. Gathering. Describe the inside and outside design of a Mosque

2. Processing

Explain what the Mosque is used for

3. Applying

Evaluate how the Mosque influences every aspect of Muslim life

Bell task View images of Mosques. Students to describe images Learning toolbox -Using the images and information students will produce a guide to a Mosque which can be understood by Y6 students. Bronze, silver, gold criteria. -Circle map on the uses of a Mosque. Feedback and discussion -Label image of a Mosque to check understanding Maps: Circle map Caps: White Habits of the mind: Be clear and use every sense Plenary B, S, G task on how the mosque influences the lives of Muslims today

Images description Bronze, silver, gold task Label exercise Circle map Discussion

Resources: Power point Key Vocabulary/Literacy opportunities Students are describing the main features of a mosque and explaining the uses of a mosque Marking Opportunity: Red pen maintenance Recall/Homework: Homework project SMSC: Spiritual; exploration of the mosque Misconceptions: None

Lesson 22

1. Gathering.

Describe the 10 Obligatory Acts of Shi’a Islam

Bell task

Questions to answer based on the themes of the Mosque

Learning toolbox

Starter questions

Bronze, silver gold tasks

Resources:

Power point


2. Processing

Explain Salah and Sawm from a Shi’a perspective

3. Applying

Evaluate the significance of Zakah, Khums and Hajj for Shi’a Muslims

-View the Ten Obligatory Acts of Shi’a Islam. Bronze, silver, gold activity. What do students notice about the first four?

-View the fact files on Salah and Sawm from a Shi’a perspective. Bronze, silver, gold task. What are the similarities and differences between Sunni and Shi’a practices?

Maps: None

Caps: White and red


Plenary

Students will view the information on Zakah, Khums and Hajj. What is the purpose of Zakah for Shi’a Muslims? What is Khums? How are Sunni and Shi’a practices similar and different?

Questioning

Discussion

Evaluation plenary questions

Key words – Khums, Hajj, Zakah, Sawm and Salah


Red pen maintenance

Recall/Homework:

Homework project

SMSC: Spiritual; beliefs about Shi’a Islam

Misconceptions:

None

Lesson 23 1. Gathering.

Describe the terms lesser and greater jihad

2. Processing

Explain the rules for a holy war

3. Applying

Evaluate whether it is ever right to fight in a holy war

Bell task

Recall from previous lesson

Learning toolbox

-Define greater and lesser jihad. Bronze, silver, gold activity

-View the rules for a holy war. Write within in a flow map. Use the questioning matrix to devise questions about holy wars.

-PAIR marking task: ‘It is never right to fight in a holy war.’

Maps: Questioning matrix and flow map



Plenary

Completion of PAIR marking task

PAIR marking

Recall

Flow maps

Questioning matrix

Discussion

Resources:

Power point


12 mark evaluation question


Red pen maintenance

Recall/Homework:

Homework project

SMSC: Spiritual; beliefs about Jihad

Misconceptions:

None

Lesson 24

Bell task

Resources:

Power point

1. Gathering.

Describe how Muslims celebrate Id ul-Fitr

2. Processing

Explain why Muslims celebrate Eid ul-Fitr

3. Applying

Evaluate whether Eid ul –Fitr is just an excuse for a big party

Green pen response. What events do you celebrate each year? What do you do?

Learning toolbox

-View the media clip and the resource which shows how Muslims celebrate Id ul-Fitr. Students will complete bronze, silver, gold task. Feedback and discussion.

-Circle or bubble map to explain why Muslims celebrate Eid.

-Students could research how Eid is celebrated in other countries such as Saudi Arabia, Turkey or Egypt and compare to the UK celebrations.

Maps: Circle or bubble


Habits of the mind: Look at it another way

Plenary

12 mark question; ‘Eid is just an excuse for a big party’

Green pen response

Circle or bubble map

Research task

12 mark question

Discussion


12 mark evaluation question


Red pen maintenance

Recall/Homework:

Homework project

SMSC: Moral; offering reasoned views

Misconceptions:

None

Subject: Religious Education Key Stage 4 Scheme of Work ... - Yr10.11 Islam SO… · Subject:...

Documents

Transcript of Subject: Religious Education Key Stage 4 Scheme of Work ... - Yr10.11 Islam SO… · Subject:...