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How and Why Do Muslims Uphold Their Faith By Giving Commitment To Allah? Islam

Southwark Diocesan Syllabus for Religious Education Southwark Diocesan Board of Education

Name of Unit: How and Why Do Muslims Uphold Their Faith By Giving

Commitment To Allah?

Faith: Islam

Key Stage in Which This Unit Should Be Taught: Key Stage 1or Key Stage 2. Recommended Year Group (if specified):

Previous Learning: This unit complements the other unit on Islam: What does it Mean To Be a Muslim?

That unit may have been taught previously depending on where each unit is placed in the school’s Curriculum Map for RE.

AT 1 Learning About Religion.

Focus: Practices and ways of life.

AT 2 Learning From Religion.

Focus: Values and commitments.

What This Unit Teaches:

The Importance of the 5 Pillars of Islam for Muslims and the commitment to Allah

that they give:

The Shahadah: The call to faith;

Salah: The role prayer plays in a Muslim’s life;

Zakat: Giving to charity;

Sawm: Fasting;

Hajj: The importance of pilgrimage.

Ramadan; The festivals of Eid-ul-Fitr and Eid-ul-Adha.

Key RE Vocabulary:

Islam, Muslim, religion, faith, commitment, Allah, God, The Five Pillars of Islam:

The Shahadah, Salah, Sawm, Zakat, Hajj; Ramadan, Eid-ul-Fitr, Eid-ul Adha, Prophet

Muhammad (pbuh,) Wudu, pilgrimage, pilgrim, Mecca, Kaaba, prayer mat, Islamic

compass, values, holy.

Cross - Curricular Links:

Literacy; art and design; numeracy; geography; personal, social and health education;

citizenship.

Spiritual, Moral, Social and Cultural Development:

Appreciation of what having a religious commitment means;

Opportunities for reflection;

Understanding of living by values;

Listening to the views of others;

Collaborative learning opportunities;

Developing understanding of and respect for a local and world faith.

Points To Note:

This unit should be taught at the time of Ramadan and Eid-ul-Fitr and / or Hajj and

Eid-ul-Adha.

If the half term is longer than 6 weeks, it would be good to include, in addition to

the 6 lessons in this unit, additional lessons for the extra weeks teaching in greater

depth about the festivals of Eid-ul-Fitr and / or Eid-ul-Adha.

Sensitivities:

Respectful use of names and religious artefacts;

Respect for children and adults of the Muslim faith, especially during discussions

around commitment;

Sensitivity towards the activities that Muslims are not permitted to take part in

when planning learning activities as part of this unit.

Possible Further Thinking and Extension Activities:

Greater in-depth study of Ramadan and the festivals of Eid-ul-Fitr and Eid-ul-Adha.

Future Learning: Islam within the thematic units of:

The Journey of Life and Death; Understanding Faith In . . . ; Who Decides?



Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note

Lesson 1

Pupils should:

Understand that

commitment is part of

living as a practising

believer;

(AT1)

Know what commitment

means and be able to

identify things that they

are committed to.

(AT2)

What Does It Mean To Make a Commitment?

Introduction:

Introduce the word ‘commitment’ and ask the pupils what it means?

K.S 1: Whole class activity;

K.S 2: In groups:

Divide a number of statements into 2 categories: “Requires commitment”

“Doesn’t require commitment”

e.g.: Training to be a sportsperson, learning a new skill, someone visiting a

sick relative once every week, going out with friends, planning a holiday with

friends, going to a place of worship every week, praying, etc.

Elicit the following: To show commitment you need to do something on a

regular basis and by demonstrating loyalty, hard work and belief in what you

are doing.

Main Part of The Lesson:

Key Question: Is it always easy to keep to a commitment? Why? / Why not?

When might it be difficult to show commitment?

i.e. alternatives that seem better at the time come up, etc.

Pupils to share in groups or as a whole class how they show commitment in

their lives. Why do they make these commitments? How do they live their

commitment(s) out? What do they gain from being committed in this / these

ways?

Ask the pupils to each consider who shows commitment to them? / The

school? How and why?

This lesson can serve as an

initial assessment tool to

establish what the pupils

already know about

commitment within a faith.



Activity:

Create and record a recipe for making the best ‘commitment desert.’

(Ensure pupils understand what a recipe is and how it works!)

Have a prior discussion as a class as to what makes commitment, and what

some of the ingredients of their commitment desert might consist of.

K.S 1: Identify 5 ingredients from their recipe which they think are the most

important and why.

K.S 2: 5 ingredients only allowed. Pupils have to identify which ingredient is

the most important and give reasons for their choice.

Plenary:

KS 1: Class discussion;

KS 2: Individual mind map.

Share the concept of commitment in faith.

How might a believer show commitment to their faith?

Why does a believer have commitment to their faith?

Discuss the commonality of commitment in faiths.

By being committed to a religion, what might this give to followers of that

faith?

How might a Muslim show commitment to their faith?

By being committed to the religion of Islam, what might this give to followers

of that faith, Muslims?




Lesson 2

Pupils should:

KS1:

Understand that having a

faith leads people to act in

certain ways;

(AT1)

Be able to share in times

of quiet and stillness and

recognise the need for

time to be quiet and

reflective.

(AT2)

KS2:

Describe how religious

practice shapes the lives

and worship of believers;

(AT1)

Explain how silence and

stillness may aid reflection

and prayer;

Share about places, times

and conditions that are

How Might a Muslim Show Their Commitment To Allah

Through The First Two Pillars of Islam?

Introduction:

Recap with pupils learning from the previous lesson about commitment,

particularly about commitment in faith.


Encourage the children to think about pillars of a building, i.e. of a mosque,

church or temple, etc. Discuss the purpose of the pillars and the role and

function that they fulfil, particularly to the building.

Introduce the pupils to the idea of pillars of Islam. Discuss the role and

function of them.

Briefly introduce the pupils to the five pillars of Islam:

The Shahada,

Salat,

Zakat,

Sawm,

Hajj.

Make children aware that there are five religious duties expected of every

Muslim. The foci in this lesson are the first two pillars of Islam:

The Shahada, (daily confession of faith)

and Salat, (the ritual of praying five times a day.)

The Shahada:

Explain to the pupils that Muslims have a profession of faith which expresses

two simple but core beliefs that makes one a Muslim.

These are expressed in The Shahadah:

Background Information

The five pillars of Islam are

the five religious duties

expected of every Muslim.

The five pillars are mentioned

individually throughout the

Quran and they are listed

together in the Hadith when

Muhammad (pbuh) was asked

to define Islam.

Within a few decades of

Muhammad's (pbuh) death,

the five practices were

singled out to serve as

anchoring points in the

Muslim community and

designated ‘pillars.’

Fulfillment of the five pillars is

believed to bring rewards

both in this life and in the

afterlife.

The pillars are acknowledged

and observed by all sects of

Muslims, including the largest

sect of Sunni Islam, although



conducive to reflection

and, (if appropriate) prayer

in their life.

(AT2)

“There is no god but Allah and Muhammad (pbuh) is the messenger of Allah.”

What does The Shahadah mean? Why is it important for Muslims? How do

Muslims express The Shahadah regularly? By expressing the beliefs of it, what

are Muslims doing? How does following The Shahadah enable a Muslim to give

commitment to Allah?

Salat:

Begin with ‘Odd One Out:’

Show pupils a number of objects and see if they can identify which one is the

odd one out and explain why.

Prayer mat,

Compass,

Mosque,

Water.

(Answer = mosque.

Aim of the exercise is for pupils to identify that for a Muslim, prayer can take

place anywhere and particularly at set times.

It does not require people to always go to a mosque.

Men are encouraged to pray in congregation – go to the mosque.

Women do not have to pray in congregation.

Lunch time prayer on a Friday is the main prayer of the week for men.)

Before any prayer Wudu must be performed.

A trip to the local mosque to see this in action or invite a Muslim visitor in to

demonstrate wudu would be a good possibility.

Alternatively pupils to watch a video clip of a Muslim preparing for prayer:

Hands - 3 times – always start “In the name of Allah”;

Mouth - Cleaned 3 times;

Nose - Water is breathed in gently through the nose 3 times;

Shias add further obligatory

duties, including: jihad,

payment of the imam's tax,

the encouragement of good

deeds and the prevention of

evil.

The five pillars of Islam are:

The Shahada (Daily

confession of faith);

The Shahada is the first of the

five pillars. Shahada is the

Muslim profession of faith,

expressing the two simple,

fundamental beliefs that make

one a Muslim:

“La ilaha illa Allah wa-

Muhammad rasul Allah.”

‘There is no god but Allah

and Muhammad (pbuh) is the

messenger of Allah’;

Salat (Daily ritual prayer);

The second of the five pillars

is called Salat, Muslim prayer.

Salah means formal worship



Face - The whole of the face must be washed at least once and is often done

3 times;

Right arm - The arm is washed right up until the elbow and this is done 3

times;

Left arm - same as the right;

Hair - Water is passed through the hair – this is done only once, but is

compulsory;

Ears - The back and inside of the ears are wiped;

Right foot - Washed up to ankle 3 times – compulsory;

Left foot – washed up to ankle – 3 times.

Wudu does not need to be performed before every prayer but is

recommended. However it must be performed before prayer if any of the

following has taken place: after going to the toilet, passing wind, contact with

excrement, vomiting, falling asleep, taking intoxicating substances and / or

bleeding heavily.

The prayer itself:

A trip to the local mosque to observe this in action would be beneficial.

Alternatively watch a video clip of Muslims praying.

Takbir: – preparing for prayer.

Entering the state of prayer by glorifying Allah. Muslims face towards Mecca.

They begin the prayer by saying, “Allahu Akbar” – God is great.

Qioyaam: – seeking God’s protection.

Followed by first chapter of the Qur’an and other chapters.

Ruku: – means to bow.

Muslims say 3 times, “Glory be to God the most great.”

Brief Qiyaam: – Acknowledging God’s greatness.

Muslims recite, “God listens to the one who praises Him.”

in Islam.

Salah consists of the

repetition of a unit called

rak’ah – prescribed actions

and words.

Salah is obligatory for all

Muslims unless they are

prepubescent, elderly, sick,

frail, disabled, menstruating,

pregnant or travelling on a

long journey.

5 times a day;

Fajr - near dawn;

Dhuhr or Zuhr – after

midday;

Asr – in the afternoon;

Maghrib – just after sunset;

Isha – around nightfall.

The purpose of prayer - To

communicate with God -

reminds Muslims to give

thanks for Allah’s blessing and

that submission to Allah takes

precedence over all other

concerns.

Men are encouraged to pray

in congregation – go to the

mosque.

Women do not have to pray

in congregation.

Lunch time prayer on a Friday

is the main prayer of the



“Allahu Akbar” is recited again.

Sujad: – Acknowledging God’s greatness.

Means to prostrate.

Muslims repeat 3 times, “Glory be to God, the Most High.”

Brief sitting: – Time of silence.

“God is great.”

Muslims pause here for a few seconds, either staying silent, or reciting a

shorter prayer.

“God is great” is recited once more.

Sujad.

As before.

Tashahhud: – Asking for peace and forgiveness.

“God is great.”

Then Muslims return to the sitting position.

They recite a number of short prayers in Arabic, praising God and sending

peace to the Prophet. They ask for God to bestow blessings and peace upon

Prophet Abraham and his family and ask for the same for Prophet Muhammad

(pbuh.)

Finally, Muslims ask for forgiveness and mercy and ask God to bless them and

their children until the day of judgement.

Peace To The Right: – Asking for peace.

The prayer ends by Muslims first turning to the right saying “Peace be upon

you, and the mercy and blessings of Allah.”

This is said to the Angels who Muslims believe accompany each human being

to record their actions.

Peace To The Left: – Asking for peace.

The same is repeated – Muslims believe the Angel on the right side records

week for men.

Resources:

Wudu

How Muslims prepare for

prayer video clips:

http://www.bbc.co.uk/learning

zone/clips/preparations-for-

prayer-wudu/5957.html


zone/clips/salah-muslim-

prayer/3056.html

Prayer in the Mosque video

clips:


zone/clips/praying-at-the-

mosque/487.html


zone/clips/friday-prayer-at-

the- mosque/488.html

More Background

Information Zakat:

Zakat is the third Pillar of

Islam. It is the compulsory

giving of a set proportion of

one's wealth to charity. It is

http://www.bbc.co.uk/learning%20zone/clips/preparations-for-prayer-wudu/5957.html



http://www.bbc.co.uk/learningzone/clips/salah-muslim-prayer/3056.html



http://www.bbc.co.uk/learningzone/clips/praying-at-the-mosque/487.html



http://www.bbc.co.uk/learningzone/clips/friday-prayer-at-the-%20mosque/488.html



http://www.bbc.co.uk/religion/religions/islam/practices/fivepillars.shtml




all good actions and thoughts while the one on the left records all bad

actions.

Why is Salat so important for a Muslim to follow?

Why do they carry out Salat and all the rituals that are associated with it?

For a Muslim, praying five times a day is important and reminds them of God’s

greatness, forgiveness and peace.

Activity:

KS1:

Sequence a set of pictures in order related to Wudu.

Sequence a set of pictures in order relating to the prayer.

Record observations about Salat.

Key Question: What impact might praying five times a day have on a

Muslim’s life?

KS2:

Working in groups: Pupils are given a selection of statements / pictures of

things people of other faiths may do as part of their prayer life.

e.g.:

Christianity: Lighting of candles, kneeling in silence, going to church and

receiving the sacraments, praying as part of a small group, attending

confession, etc.;

Hinduism: Standing in front of a shrine at home and in the temple, carrying

out puja, offering a gift in the form of food to the deity, etc.;

Sikhism: Attending the Gurdwara and praying, etc.;

Key Question: What is similar with Islam and other faiths

and what is different and distinct about the Muslim way of praying?

Share the common thread running between all faiths: Silence / reverence /

stillness, etc.

What does Salat mean? Why is it important for Muslims? How do Muslims

regarded as a type of worship

and of self-purification;

Sawm (Fasting during the

month of Ramadan);

Sawm (also siyam,) fasting,

commemorates the

revelation of the Quran to

humanity during Ramadan,

the ninth month of the

Islamic year.

During Ramadan, all adult

Muslims are required to

abstain from food, drink and

sexual intercourse during

daylight hours.

Exceptions are made for

travellers, soldiers, the ill and

menstruating women,

although such people are

expected to fast later when

they become able;

Hajj (Pilgrimage to

Mecca);

At least once in his or her

lifetime, each Muslim is

expected to undertake a

pilgrimage to Mecca, the



carry out Salat regularly? By carrying it out, what are Muslims doing? How

does doing Salat enable a Muslim to give commitment to Allah?

How is this similar or different to your own experience of prayer?

Pupils to discuss and record their observations and thoughts.

Plenary:

KS1:

A time of silence. Pupils to sit in circle (a candle could be lit for reflection

time) and lead pupils through a reflection time thinking about The Shahadah

and Salat and their importance to Muslims in showing commitment in their

faith.

Reflect also about the need for time to be quiet and reflective.

Discuss first and then have a period of silence when the things discussed can

be remembered in the silence.

KS2:

Class discussion: A choice of questions:

Why is silence so important for prayer?

How can silence and stillness aid reflection and prayer?

How might praying five times a day affect a Muslim’s daily life? When

would it be easiest / hardest?

Does praying five times a day draw a Muslim closer to God than a Muslim

that doesn’t pray five times a day?

What places, times and conditions have been conducive to reflection and,

(if appropriate) prayer in your life?

A time of silence. Pupils to sit in circle (a candle could be lit for reflection

time) and lead pupils through a reflection time drawing out the common

threads between faiths in relation to prayer and commitment to God.

sacred city of Islam. In Arabic

this holy journey is called the

Hajj.

While a visit to Mecca is

beneficial at any time of the

year, the Hajj must take place

during the month of Dhu al-

Hijja, (the last month of the

Islamic year,) to fulfill the

requirements of the Hajj.

More Resources:

BBC – Religion and Ethics

www.bbc.co.uk/

RM Learning Alive

http://www.bbc.co.uk/




Lesson 3

Pupils should:

KS1:

Know that beliefs can

cause people to act in

certain ways;

(AT1)

Understand why it is

important to give to

others.

(AT2)

KS2:

Recognise the link

between faith and action in

individuals and in groups

of believers;

(AT1)

Recognise the links

between beliefs and action

in their own life.

(AT2)

How Does Giving Zakat Show Commitment To Allah?

Introduction.

Discuss with pupils about giving to others.

In what ways do we give to others? Why do we give?

Do we give all that we can / all that we should?

What makes the giving valuable?

Who has given to us? What have they given? Why do we think that they gave

to us? What influences people to give?


Discuss with the pupils that there are rules and encouragement to give in

many religions. One of the things that believers are asked to give is money.

Do the pupils know of any examples where this happens in any religions?

Introduce the idea that this is very important in Islam.

Watch video clip 3292 – Muslims and charity - BBC Learning Clips online.

Discuss the learning from the video with the pupils.

Giving is really important. Explain the importance of putting others before

ourselves.

Activity:

KS1:

It is not only money that we can give to others, but our time and

commitment.

Pupils to cook cakes / biscuits and run a cake sale for a chosen charity.

KS2:

Pupils to consider why they think Muslims are required to give 2.5% to

charity.


Zakat:

Zakat is the third pillar of

Islam. It is the compulsory

giving of a set proportion of

one's wealth to charity. It is

regarded as a type of worship

and of self-purification.

Zakat does not just refer to

charitable gifts given out of

kindness or generosity, but to

the systematic giving of 2.5%

of one's wealth each year to

benefit the poor.

The benefits of Zakat, apart

from helping the poor, are as

follows:

Obeying Allah;

Helping a person

acknowledge that

everything comes from

Allah on loan and that we

do not really own

anything ourselves and

since we cannot take



http://www.bbc.co.uk/religion/religions/islam/beliefs/beliefs.shtml



Key Questions:

Should Muslims have a choice about how much money to give or not

give?

How does giving money show commitment to Allah / God?

It is not only Muslims that give to charity, so what is it about Muslims

giving to charity that makes them a ‘good’ Muslim?

For aspects to draw out in discussion, refer to the benefits of Zakat listed in

the Points To Note section.

In groups, pupils plan and carry out a fundraising event for a charity of their

choice.

Plenary:

How does giving money away help someone to be a good Muslim?

Is it always possible for everyone to give 2.5% to the poor?

Why is it important to give to others?

How do Muslims put their faith into action through following this pillar of

Islam?

How do people of other faiths link their faith by their actions?

What have we learnt from preparing our cakes / by preparing for a

fundraising event for our chosen charity?

What have you learnt about giving to others and about yourself?

anything with us when we

die, we need not cling to

it;

Acknowledging that

whether we are rich or

poor is Allah's choice, so

we should help those he

has chosen to make poor;

Learning self-discipline;

Freeing oneself from the

love of possessions and

greed;

Freeing oneself from the

love of money;

Freeing oneself from love

of oneself;

Behaving honestly.

The 2.5% rate only applies to

cash, gold, silver and

commercial items. There are

other rates for farm and

mining produce and for

animals.

Resources:

Video clip 3292 –

Muslims and Charity

- BBC learning clips

online

- www.bbc.co.uk/





Lesson 4

Pupils should:

KS1:

Describe how religious

practice and traditions

shape the lives and

worship of Muslims;

(AT1)

Understand how a

religious belief affects the

way someone behaves.

(AT2)

KS2:

Explain and compare the

impact of faith on

individuals and on the

community.

(AT1)

Offer insights into the faith

and religious commitment

of others.

(AT2)

How Does Sawm Show Commitment To Allah?

Introduction:

Introduce the holy month of Ramadan for Muslims.


Key Question: How do Muslims show commitment to God during Ramadan?

Listen to a personal account from a Muslim or watch a video clip of fasting

during Ramadan.

Video clip: Clip 3053: Fasting during Ramadan

– BBC Learning Clips online.

Discuss the importance of Sawm, the fasting that Muslims undertake during

the month of Ramadan.

Talk about who is called to fast – children who have reached puberty and all

adults who are well. Women do not fast during their menstrual cycle.

Draw out, in particular, why Muslims fast, who Muslims are remembering

when they fast and how, through thinking about the poor, they are showing

their commitment to Allah to put others first. Muslims are learning self-

discipline and, through self-will, that Allah is stronger than themselves.

Share about Iftar, the breaking of the fast each evening.

Discuss how many Muslims share Evening Prayer and Iftar at the mosque each

evening during Ramadan and how this builds up the Muslim community

together through Ramadan.

Show some pictures / video clips of a whole range of people who are poor:

think about poverty in the broadest sense – no food, no money, no shelter,


Sawm is fasting. It is the

fourth of the five pillars of Islam.

Muslims are required to fast

during the holy month of

Ramadan, the ninth month of

the Islamic calendar.

During the 29 or 30 days of

Ramadan, all adult Muslims

must give up the following

things during the hours of

daylight:

Food or drink of any sort;

Smoking, including passive

smoking;

Sexual activity.

Muslims who are physically or

mentally unwell may be

excused some of these, as

will those who are under

twelve years old, the very

old, those who are pregnant,

breast-feeding, menstruating

or travelling.



http://www.bbc.co.uk/religion/religions/islam/practices/ramadan_1.shtml



people who are alone, children alone, etc.

Gather pupils’ thoughts, questions and responses to the images.

This could also be a P4C lesson and turned into the main activity.

Explain that Muslims fast to remember the poor and those that have very

little. By experiencing fasting they can experience some of what it is like to be

hungry and in poverty.

Activity.

Imagine that you are a Muslim and write a diary entry for a day and night in

Ramadan, describing the experience of undertaking Saum.

Encourage pupils to describe what is and is not going on as well as how the

Muslim that they are writing as may be thinking inwardly, reflecting on their

faith and commitment.

Plenary.

KS1:

Flash card up a number of different people and answer the question Do you

think this person has to fast? If so, why? If not, why not?

Pupils write a statement:

“If I fasted, I would like to remember…………………because……………..”

Put pupils’ statements into a special box entitled ‘People we remember when

we fast’ and place box in the class Reflective Area. This could then be used at

an act of Collective Worship later in the week.

KS2:

Pupils to share a response giving reasons for their answer:

“Sawm shows a Muslim is committed to Allah because……….….”

What can non-Muslims learn from Sawm?

How could humanity put some of that learning into practice daily?

Class to write statements together that they are going to commit to as a class

in the light of their learning.

If an adult does not fast for

the reasons above, they

should try to make up the

fast at a later date or make a

donation to the poor instead.

Muslims do not only abstain

from physical things during

Ramadan. They are also

expected to do their best to

avoid evil thoughts and deeds

as well.

Eating in Ramadan:

During Ramadan, many

Muslims will try to eat a large

meal called Suhur just before

dawn.

When daylight is over, most

Muslims will break or open

the fast with dates or water,

following the example of the

Prophet Muhammad, (pbuh)

before having a proper meal

later.

Iftar and the evening meals

during Ramadan are

occasions for family and

community get-togethers.

http://www.bbc.co.uk/religion/religions/islam/history/muhammad_1.shtml



e.g: only eating what is necessary, not to be greedy, looking out for the poor,

sharing with others what we have, etc.

There are many good reasons

for this fast, including:

Obeying Allah;

Learning self-discipline;

Appreciating Allah's gifts;

Giving thanks for the

Holy Qur'an, which was

first revealed in the

month of Ramadan;

Sharing the sufferings of

the poor and developing

sympathy for them;

Realising the value of

charity and generosity;

Sharing fellowship with

other Muslims;

Becoming spiritually

stronger.

Eid ul-Fitr.

The month of Ramadan ends

with the festival of Eid-ul-Fitr.

This is a time for Muslims to

celebrate the end of Ramadan

and to thank Allah for the

strength that he has given

them through Ramadan and

to give thanks for the ways in

which their commitment of

Saum has enabled them to

grow in their faith.

http://www.bbc.co.uk/religion/religions/islam/texts/quran_1.shtml

http://www.bbc.co.uk/religion/religions/islam/holydays/eidulfitr.shtml



The festival is marked by

dressing up in new / special

clothes, visiting the mosque

for prayer, gathering together

as a community and with

visits to family and friends for

celebratory meals.

Resources:

Video clip: Clip 3053:

Fasting during Ramadan –

BBC learning clips online,

www.bbc.co.uk/

Sensitivities:

Be sensitive to class needs

when discussing poverty.





Lesson 5

Pupils should:

KS1:

Recognise the link

between faith and action in

individuals and in groups

of believers;

(AT1)

Say what is important to

them.

(AT1)

KS2:

Explain the impact of faith

on individuals;

(AT1)

Explain what is important

to them.

(AT2)

How does Hajj Show Commitment To Allah?

Introduction:

Circle Time: Discuss going on a special journey.

Have you ever been on a special journey? When? Where? Why? With

whom? What made it special? How has it affected them?

Main Part Of The Lesson:

Have a suitcase to show the pupils.

Before opening it, ask the pupils what they took with them on their special

journeys and why?

Open the mystery suitcase.

Inside it are the items needed for Hajj: Hajj robes, map of Mecca, Qur’an,

small stones, spring water, umbrella, picture of The Kaaba - the Grand

Mosque in Mecca.

Ask the pupils what they think the items are? What are they for?

Explain that these items are all items needed for The Hajj. Explain what The

Hajj is.

Invite a Muslim visitor who has been on Hajj in to school to come and

share with the class their experience and memories of going on The

Hajj and how going on Hajj has impacted on their life. Alternatively use video clips to watch an extract from Hajj and begin to make

links between what they are seeing and the mystery suitcase / objects.

Recap the key events of Hajj that take place on each day of the pilgrimage and

why they take place.


The Hajj - (Pilgrimage to

Mecca).

At least once in his or her

lifetime, each Muslim is

expected to undertake a

pilgrimage to Mecca, the

sacred city of Islam. This holy

journey is called The Hajj in

Arabic.

While a visit to Mecca is

beneficial any time of the

year, the pilgrimage to Mecca

must take place during the

month of Dhu al-Hijja, (the

last month of the Islamic

year,) to fulfill the

requirements of The Hajj.

Eid-ul-Adha is the festival that

takes place at the end of Hajj.

The pilgrims of The Hajj

celebrate this time with their

family and friends and the

wider Muslim community

back home.



Video clips could be used as a backdrop for experiential learning in RE where

pupils role play being a Muslim on The Hajj.

Key Question: Why do Muslims make this pilgrimage?

In the context of Hajj, how does faith impact upon Muslims?

Activity:

KS1:

Key Question: Does completing Hajj make a person a better Muslim? Why?

Pupils to vote and then work in Talk Partners with opposing viewpoints and

share their reasons.

or

Draw three things that are important to Muslims when they go on Hajj and

explain why, e.g. places, clothes, rituals, etc.

Complete 3 thought bubbles to reflect on the question:

How would Muslims feel on The Hajj?

KS2:

Written Response: If you were going on a sacred journey where

would you go and why?

What would you plan to do on it and why? What would you hope would be

the lasting impact on you?

or

On one of the main days of The Hajj, Muslims visit The Plain of Arafat

showing The Mount of Mercy.

Muslims travel to The Mount of Arafat. Here they sleep under the stars in

the open air. The mountain is known as The Mount of Mercy – compassion.

Muslim men will shave their heads and a sacrifice is made – often the killing of

a ram. The meat is given to the poor.

Imagine you are a Muslim at The Mount of Arafat asking for Allah’s

forgiveness. What would be your prayer? Write the prayer that a Muslim

might make

Resources:

Video clip to watch an

extract from The Hajj:

www.bbc.co.uk/learning

zone/clips/hajj-pilgrimage-at-

mecca/6236.html

Further clips to support the

teaching about Hajj:

Day 1of Hajj:

www.bbc.co.uk/learningzone/

clips/hajj-day-one/3258.html

Day 2 of Hajj:


clips/hajj-day-two/3259.html

Day 3 of Hajj:


clips/hajj-day-three/3261.html

BBC Active Whiteboard:

Religious Education.

http://www.bbc.co.uk/learning%20zone/clips/hajj-pilgrimage-at-mecca/6236.html



http://www.bbc.co.uk/learningzone/clips/hajj-day-one/3258.html

http://www.bbc.co.uk/learningzone/clips/hajj-day-one/3258.html

http://www.bbc.co.uk/learningzone/clips/hajj-day-two/3259.html

http://www.bbc.co.uk/learningzone/clips/hajj-day-two/3259.html



or

Write a poem / song that expresses the pain and hurt in the world

or

Create a dance that expresses the pain and hurt in the world.

Plenary:

Reflect on what Hajj means for the pilgrims and how undertaking The Hajj

shows commitment from a Muslim to Allah.

Reflect on and share responses to the statement:

“My special place is……….…….because………….”




Lesson 6

Pupils should:

KS1:

Describe some of the things

that are the same and

different for religious people

about giving commitment;

(AT1)

Link things that are

important to them and other

people with the way they

think and behave.

(AT2)

KS2:

Describe why people belong

to Islam or other religions

and explain how similarities

and differences within and

between Islam and other

religions can make a

difference to the lives of

individuals and communities;

(AT1)

How and Why Do Muslims Uphold Their Faith

By Giving Commitment To Allah?

Introduction:

Explain that this lesson focuses on what have we

learnt throughout the teaching unit.


Remind pupils of the title of this unit, the enquiry

question is also the key question for this lesson.

KS1:

Taking each of the pillars of Islam, pupils create a mind

map of all the things they have learnt about each pillar.

Ask the pupils to think about if and how each pillar is

similar and / or different to how followers of other

religions give commitment in their faith.

Encourage the pupils to complete their work with a

personal perspective reflecting on what is important

to them and guides them in the way that they think

and behave in their lives.

Alternatively this can be in groups.

If done as a group, the groups can move around

adding to the group mind map for each pillar.

KS2:

Divide the class into 5 groups, one group for each

pillar of Islam:

The Shahada;

Evaluation of the unit:

This is a good opportunity to assess what the

children have learnt.

Ensure that the Learning Objectives are clearly

understood by the pupils so that they can address

them in their work as Success Criteria for their

learning.

KS2.

At the end of this teaching unit, from what they

have learnt, pupils could add to the mind map that

they began in Lesson 1. It would be effective to

add these additions in a different colour from the

initial statements so as to show progress in

learning.



Ask questions about things

that are important to them

and other people and

suggest answers which relate

to their own and others’

lives.

(AT2)

Salat;

Zakat;

Sawm;

The Hajj.

Drawing upon all their learning from this teaching unit,

pupils prepare a short presentation, i.e. a PowerPoint

presentation, that addresses the following question:

How does this pillar of Islam help a Muslim uphold

their faith by giving commitment to Allah?

Remind the pupils to include in their presentation: -

why a Muslim chooses to follow their faith;

what commitment entails for a Muslim;

how this commitment affects the Muslim’s life,

both individually and as part of the Muslim

community;

how this commitment is similar and different in

other faiths.

Encourage the pupils to also include a personal

perspective into if any aspects of this way of life are

important to them in the way that they live their lives.

Plenary:

KS1:

This question can either be addressed as part of a

Circle Time or as a written response.

Question: If I could only choose the pillar that I think

helps a Muslim the most to be a better Muslim, I

would choose …. because . . .

Pupils share their response with the rest of the class.

Ask pupils to reflect on what can we each learn from

this commitment for our lives?



KS2:

Each group shares their pillar of Islam presentation to

the rest of the class.

Taking a continuum line, pupils stand on the line to

show how important they think each of these

practices is to helping a Muslim be a better Muslim.

Which one do the pupils think shows most

commitment to Allah? Why?

Ask the pupils to reflect on what can we each learn

from this commitment for our lives?

Documents

How and Why Do Muslims Uphold Their Faith By Giving ...education.southwark.anglican.org/download/Members' Area/Guidance and Briefings... · How and Why Do Muslims Uphold Their Faith