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AL-ASHRAF SECONDARY SCHOOL FOR GIRLS
ACADEMIC YEAR 2015-2016
YEAR 11 EDEXCEL GCSE RELIGIOUS STUDIES SCHEMES OF WORK (Term 2 Duration 7 weeks)
Independent Learners Creative Thinkers Reflective Learners Team Workers Self Managers Effective Participators
Identify questions to answer and problems to solve. Explore issues, events or problems from different perspectives.
Generate ideas and explore possibilities. Create solutions and follow ideas through.
Identify and invite feedback. Deal positively with praise, setbacks and criticism to inform future progress.
Collaborate and show consideration to others. Work towards common goals.
Organise time and resources, prioritising resources. Show commitment / perseverance.
Discuss issues of concern to seek resolution. Propose practical ways forward, breaking tasks down into manageable steps.
UNIT 11 SECTION 2 COMMUNITY & TRADITION
Content coverage
2.6 The main features of a
mosque and the reasons for
them
Resources The Edexcel GCSE Religious Studies 11C Student Book, Section 2.6 provides useful information.
Materials for a pamphlet and access to computers.
Useful information can be found on: http://www.thebcom.org/mosquetour/index.htm http://www.lancashiremosques.com/discovery_mosque_tour.asp http://www.alrahma-mosque.com/Virtual_Tour/
Aims/learning outcomes
To be able to identify the main features of a Mosque.
To explain the purpose of a Mosque.
To be able to give personal and vice versa opinions about the importance of the design/features of Mosques
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 recognise and name the distinguished features of a Mosque.
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
Differentiation 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
Most pupils will be able to explain the importance of a purpose built Mosque for Muslims.
Some pupils will be able to reflect and evaluate whether the features of a mosque are a necessity. Giving personal and vice versa reasons (Developed)
Activities/Assessment Ask the students to think if there is a place special to them? Get them to imagine being there. Get a few students to relate how they feel being there.
Cross Curricular ICT
Watching an online tour of the Mosque
Making use of publisher to complete their pamphlet
Researching vice versa points of view
To do an on-line tour of a mosque and take screen shots to make a tour guide pamphlet of the various features include notes to describe the various features and why they are important. Create a 3D model of a purpose built Mosque labelling the features with a brief explanation.
Brainstorm in groups if a purpose built Mosque is a waste of money when God can be worshiped anywhere?
Worksheet made up of sample exam style questions. They should then mark it using the levels for b questions from the Sample assessment materials and decide how they can improve their examination techniques for these types of questions.
Art/Craft
Creative skills designing their 3D models of a Mosque
English
Speaking skills through debated discussions
Literacy development in written assignments (Quality of written communication and SPAG)
UNIT 11 SECTION 2 COMMUNITY & TRADITION
Content coverage
2.7 The role and importance
of the Imam in a Mosque
Resources The Edexcel GCSE Religious Studies 11C Student Book, Section 2.7 provides useful information.
Useful videos include: BBC – Belief file
BBC Bite size
Taleemul Haq
True tube
Aims/learning outcomes
To be able to outline the role of an Imam in a Mosque.
Outline roles of other religious leaders
To be able to explain the importance of the imam in the mosque.
To be able to give personal and vice versa opinions about the importance of Imams.
SMSC (Spiritual, moral, social & cultural development)
Spiritual development is reflected by:
Exploring Religious Beliefs, showing enjoyment in learning about themselves,
Differentiation All pupils will be able explain the key term (Imam)
others and 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.
Differentiation 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 (cultural diversity).
Showing interest in differences in relation to culture.
Most pupils will be able outline the role of an Imam and explain the importance of the Imam (in light of the Do you think questions)
Some pupils will be able to reflect and evaluate the importance of British Imams. Giving personal and vice versa reasons (Developed)
Activities/Assessment Discuss and debate the statement “ All Imam’s working in the UK should be trained in the UK”
Devise a questionnaire which can be emailed
Cross Curricular ICT
Making use of social media
Researching vice versa points of view
to an Imam asking about his role and importance.
A visit to the local Mosque. (End of Term 2)
Worksheet made up of sample exam style questions. They should then mark it using the levels for questions from the Sample assessment materials and decide how they can improve their examination techniques for these types of questions.
English
Speaking skills through debated discussions
Literacy development in written assignments (Quality of written communication and SPAG)
Citizenship
Global challenges - Prevention of Radicalisation
UNIT 11 SECTION 2 COMMUNITY & TRADITION
Content coverage
2.8 The role and importance
of the Mosque for the local
Muslim Community
Resources The Edexcel GCSE Religious Studies 11C Student Book, Section 2.8 provides useful information.
Useful videos include: BBC – Belief file
Useful information can be found on: http://www.thebcom.org/mosquetour/index.htm http://www.lancashiremosques.com/discovery_mosque_tour.asp http://www.alrahma-mosque.com/Virtual_Tour/
Aims/learning outcomes
To understand the role of the mosque for the local Muslim community.
To assess the importance of the mosque for the local Muslim community.
To be able to give personal and vice versa opinions about the importance of the Mosque.
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 what the Mosque offers to the Muslim Community.
Most pupils will be able to explain the need for a Mosque in a Muslim Community.
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
Differentiation 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 reflect and evaluate if a purpose built Mosque is necessary.
Activities/Assessment
Students interview members of the local Muslim community, they should first produce a list of interview questions in order to find out why they go to the mosque, why it is important to them and whether they think it is important to the wider community.
Cross Curricular ICT
Powerpoint
Poster
English
Speaking skills through debated discussions
Literacy development in written assignments (Quality of
Students should then work in groups to discuss the results of their interviews and produce a presentation to give to the class which could include a PowerPoint or poster. The presentation must include at least four reasons why the Muslim community uses the mosque and four reasons why the mosque is important for the Muslim community.
Worksheet made up of sample exam style questions. They should then mark it using the levels for questions from the Sample assessment materials and decide how they can improve their examination techniques for these types of questions.
written communication and SPAG)
UNIT 11 SECTION 2 COMMUNITY & TRADITION
Content coverage
2.9 Reasons for differences
between Sunni and Shi’ah
Communities
Resources The Edexcel GCSE Religious Studies 11C Student Book, Section 2.9 provides useful information.
A copy of the keyword definitions from the Edexcel specification. www.edexcel.com
Useful information can be found in table form:
http://www.religionfacts.com/islam/comparison_charts/islamic_sects.htm http://www.diffen.com/difference/Shia_vs_Sunni
Other useful information can be found: http://www.bbc.co.uk/religion/religions/islam/subdivisions/sunnishia_1.shtml http://www.islamfortoday.com/shia.htm
Aims/learning outcomes
To identify the main differences between Sunni and Shi'ah communities.
To assess the reasons for the differences between Sunni and Shi'ah communities.
To be able to give personal and vice versa opinions about the differences.
http://news.bbc.co.uk/1/hi/world/middle_east/6213248.stm
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 difference between the terms Sunni and Shi’ah.
Most pupils will be able to highlight the main reason for the split between Sunni and Shi’ah Muslims.
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
Differentiation 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 reflect and evaluate whether the differences between Sunni and Shi’ah Muslims really matter.
Activities/Assessment
To research why and how Sunni and Shi’ah Muslims celebrate 10
th of Muharram.
In a format of a table students need to include comprehensive points on the differences between the two communities and why there are these differences.
Cross Curricular ICT
Research work
English
Speaking skills through debated discussions
Literacy development in written assignments (Quality of written communication and SPAG)
Worksheet made up of sample exam style questions. They should then mark it using the levels for questions from the Sample assessment materials and decide how they can improve their examination techniques for these types of questions.
UNIT 11 SECTION 2 COMMUNITY & TRADITION
Content coverage
2.10 The role and
importance of groups and
movements in British
Mosques
Resources The Edexcel GCSE Religious Studies 11C Student Book, Section 2.10 provides useful information.
Quizlet
Useful videos include: BBC – Belief file History Channel – Inside Islam
BBC - Living Islam (Struggling with Modernity)
Aims/learning outcomes
To identify the beliefs of some the groups and movements in British Mosques.
To explain why different groups and movements are important in British Mosques.
To explore the arguments about the influence of Muslim sects in British mosques.
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 mention the names of different groups and movements in British Mosques.
Most pupils will be able to explain the practices of different groups and movements in British Mosques.
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
Differentiation 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 reflect and evaluate if it important for all members of one religion to believe and practice exactly the same thing.
Activities/Assessment
Create revision cards on the different groups and movements in British Mosques (including the practices).
Do some research to find out if there are different Muslim groups in your area – write up an account on your findings.
Cross Curricular ICT
Research on the internet
Revision cards (Quizlet) English
Speaking skills through debated discussions
Literacy development in written assignments (Quality of
Worksheet made up of sample exam style questions. They should then mark it using the levels for questions from the Sample assessment materials and decide how they can improve their examination techniques for these types of questions.
written communication and SPAG) Citizenship
Global challenges - Prevention of Radicalisation
UNIT 11 SECTION 2 COMMUNITY & TRADITION
Content coverage
2.11 Different attitudes to
Sufi forms of worship
Resources The Edexcel GCSE Religious Studies 11C Student Book, Section 2.11 provides useful information.
Useful videos include: “I am a Sufi, I am a Muslim”.
Video https://www.youtube.com/watch?v=67cF1LIdVJc
Useful information can be found on: BBC Beyond Belief 30
th June 2008 BBC radio 4
http://www.livingislam.org/k/si_e.html
http://www.bbc.co.uk/religion/religions/islam/subdivisions/sufism_1.shtml
Aims/learning outcomes
To identify the Sufi forms of worship
To explore the reasons behind the Sufi forms of worship
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 who is referred to the name Sufi
Most pupils will be able to explain the controversial ways of Sufi worship
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
Differentiation 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 reflect and evaluate why some Muslims may think Sufism can be a form of Shirk
Activities/Assessment Students should draw a mind map with the word Sufism in the middle. They should then complete the mind map with everything they know about Sufism.
Watch video - what is Sufism Dr. Jonathan AC Brown – to make notes.
Hold a class discussion why Sufi forms of
Cross Curricular ICT
To take notes from video
English
Speaking skills through debated discussions
Literacy development in written assignments (Quality of written communication and SPAG)
worship might cause problems for some Muslims.
Worksheet made up of sample exam style questions. They should then mark it using the levels for questions from the Sample assessment materials and decide how they can improve their examination techniques for these types of questions.
