Using the Pupils’ Activity Sheet, ask pupils to fill in information about the Islamic. Five Pillars and the corresponding column with their own ideas. NB You may.
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Year 5 Unit 2A: ISLAM Week 1 Title: Introduction: The Five Pillars Learning Intentions: AT1: To draw together previous knowledge about Islam, to learn what are the Five Pillars and to begin to understand their significance. AT2: To think about the importance of religion and the importance of ‚pillars™ in our own lives. Assessment: AT1 L3: I can begin to identify the impact of Islam on believers™ lives. AT2 L3: I can make links between Muslims™ co mmitment to the Five Pillars and my own attitudes and behaviour. Key Words: Islam (pr. Isslam, not Izlam) Muslim (pr. Musslim, not Muzlim) The Five Pillars Resources: Any suitable introductory material on Islam, particularly where Muslim s are talking about the importance of their religion eg ‚I am a Muslim™ type books on Islam. http://news.bbc.co.uk/cbbcnews/hi/newsid_4180000/n ewsid_4188200/4188287.stm Straightforward introductory material Œ useful for this Unit. Information Sheet on the Five Pillars. Pupils™ Activity Sheet on the Five Pillars (AT1/2). NB: This is an introductory lesson. Most of the Five Pillars are studied individually later in this unit and in Unit 6. Activities: Gather information from pupils on anything they already know about Islam. (AT1) Contd.
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Input some information, particularly in audio-visual form, to draw out the importance of Islam to Muslims. (AT1) Discuss with pupils how important religion is in your school, and possibly how important it is to them or to people they know Œ and compare this to the importance of religion for Muslims. (AT2) Using the Information Sheet, explain the Five Pillars of Islam ie why they are called ‚pillars™ and (briefly) what they are. (AT1) Using the Pupils™ Activity Sheet, ask pupils to fill in information about the Islamic Five Pillars and the corresponding column with their own ideas. NB You may need to help some pupils by giving th em the following answ ers (muddled up), to be filled in appropriately in the first column: God – pray – charity – fast – pilgrimage. (AT1/2) Check that pupils know and can spell th e key words: Islam Œ the name of the religion; Muslim (adjective) eg ‚the Muslim religion™; a Muslim/ Muslims Œ people who follow this religion. (AT1)
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THE FIVE PILLARS OF ISLAM 1. SHAHADAH Declaration of Faith 2. SALAT Five Daily Prayers 3 ZAKAT Alms Tax 4 SAWM Fasting during Ramadan 5 HAJJ Pilgrimage to Makkah NB 3 and 4 are sometimes reversed. The order is not important except that the first is the most important and all the others depend upon this belief in Allah, the One God and in Muhammad as the Messenger of Allah. The FIVE PILLARS I S L A M Declaration Prayer Alms Fasting Pilgrimage of Faith Tax 1 2 3 4 5
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Pupils™ Activity Sheet ISLAM: The Five Pillars Learning about the Five Pillars Learning from the Five Pillars All the time Muslims believe in – All the time I believe in – Five times a day Muslims – Every day I do an important thing, which is – Every week (or when they get paid) Muslims give – If I chose to be generous with my money I would give – Once a year, for self discipline, Muslims – My ambition for the next year is – Once in a lifetime Muslims hope to go on – In my lifetime I hope to – (This idea comes from QCA™s non-statutory guidance on RE, 2000.)
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Year 5 Unit 2A: ISLAM Week 2 Title: Muhammad Learning Intentions: AT1: To gain an overview of events in the life of Muhammad and to weigh up their significance. AT2: To think about the importance of special events in our own lives. Assessment: AT1 L3: I can use a developing religious vocabulary to describe the key events in Muhammad™s life. AT1 L4: I can use a developing religious vocabulary to describe and show understanding of the key events in Muhammad™s life. AT2 L3: I can identify significant events in my own life and in the lives of others. AT2 L4: I can explain the significance of events in my own life and the lives of others. Key Words: Angel Gabriel Islam Madinah Makkah Muhammad PBUH (Peace Be Upon Him) Qur™an Resources: Any suitable material on the life of Muhammad e.g. BBC Active Worship and Sacred Places: Prophet Muhammad and the Qur™an Fortune-line activity on the life of Muhammad (supplied). Photocopy, laminate and cut out to make 10 small cards for each group. NB: Sensitivity: Out of respect for Islam, do not ask pupils to draw pictures of Muhammad . Activities: Present the life-story of the Prophet Muhammad. (AT1) Divide the class into groups to do the fortune-line activity. Initially pupils should sequence the cards correctly along the foot of an A3 sheet (landscape) to tell the life-story of Muhammad. Check together that this is in the correct order. (They are in the correct order on the template , reading across each column from left to right as you go down the page.) (AT1)
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Then ask pupils to discuss each card an d move them to show how happy (top half of page) or sad (bottom half of p age) an occasion this was for Muhammad. They should judge where on the spec trum each card should be. (AT1) Discuss outcomes in class eg. where shou ld they place the death of Muhammad, considering that Muslims believe that he went to heaven? (AT1) Ask pupils to make their own time-lines along the foot of a page and to plot a similar graph to show how happy or sad particular events were for them. Allow them to discuss their graphs with their friends/ adults if they wish. (Sensitivity: Some pupils may not want to share very personal events. Some memories may be upsetting.) (AT2)
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Year 5 Unit 2A: ISLAM Week 3 Title: Allah Learning Intentions (s piritual development): AT1: To consider the names Muslims use for Go d and to compare th ese with Christian examples. AT2: To think about what I believe about God and which name best expresses this. Assessment: AT1 L3: I can recognise similarities and differences between Muslim and Christian beliefs about God. AT1 L4: I can describe similarities and differences between Muslim and Christian beliefs about God. AT2 L3: I can describe my own beliefs about God. AT2 L4: I can describe and explain my own beliefs about God. Key Words: Allah (mn. ‚The God™) Arabic The 99 Beautiful Names The Shahadah Resources: Activity on the 99 Beautiful Names (supplied). A string of Muslim prayer beads with 99 or 33 beads. BBC Active Worship and Sacred Places: What do Muslims believe about Allah? Activities: Start by drawing attention to the Muslim creed ie their statement of belief: ‚There is no god but Allah, and Muhammad is the Messenger of Allah.™ This declaration is known as the Shahadah and is the first Pillar of Islam. Explain that ‚Allah™ is Arabic for ‚The God™ and is the Muslim name for ‚God.™ Pupils should record this important statement. (AT1) Discuss the similarities with Christianity (both believe in only One God); and the differences (Muhammad, unlike Jesus for Ch ristians, is not believed to be God). (AT1) Contd.
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Explain that Muslims believe God is so great that they do not make pictures or statues of Allah, but they do have lots of ways of describing him, known as the 99 Beautiful Names from the Qur™an. In groups, spread out the green cards with some of the 99 Names on them. Each pupil chooses one card and explains the meaning of the words. Then the group discusses how this could apply to God. Draw this together with the whole class. (AT1) In groups again, spread out the white cards with some Christian names for God and ways in which he is described from the Bible. Now pair together any of the green and white cards that contain similar ideas. (AT1) On their own, pupils should now write do wn what they believe God is like and why, choosing a ‚name™ that best fits th is (either from those already considered or a new ‚name™). NB If a pupil doesn™t believe in God, this exercise will help them explain what idea of God th ey are rejecting, and why. (AT2) Muslims often use prayer beads to remember the 99 Names of God. These have 99 beads on them, or 33 that they go round three times. Pupils could make their own prayer beads, choosing beads of particular shapes and colours to represent their most important names/ideas for God. (AT2)
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