Transcript
  • 8/8/2019 7 Teaching Islam in the Primary School

    1/34

    TEACHING ISLAMIN THE

    PRIMARY SCHOOL

    PRIMARYRELIGIOUS EDUCATION

    SUPPORTMATERIALS

    NUMBER 7

  • 8/8/2019 7 Teaching Islam in the Primary School

    2/34

    Very few of the ideas in this booklet are my own.They have come from a variety of sources over the years.

    To all I am very grateful for their inspiration.

    Wendy RidleyAdvisory Teacher

    March 2007

    2

  • 8/8/2019 7 Teaching Islam in the Primary School

    3/34

    ISLAMIC ARTEFACTS

    Artefacts Topics

    QUR'AN

    The Muslim holy book revealed to ProphetMuhammad. It is wrapped in cloth, kept in a high

    place with nothing put on top. It is not left open.

    Hands are washed and head covered before touchingit. It is written in Arabic which is read from right toleft.

    SPECIALBOOKSSACRED

    WRITINGSPRAYER

    QUR'ANSTAND (REHL)

    A folding book stand made of wood and ornately handcarved; used to raise the Quran off the floor whenreading it.

    WOODBOOKS

    PRAYER MAT(JA-SAJJADA)

    Used so the place of prayer is clean. The arch designis put down facing towards Makkah. The 2 buildingsoften portrayed on mats are the Ka'ba in Makkah andthe mosque in Madinah. The pillars represent the 5

    Pillars of Islam. Includes a deliberate design error asa reminder that only Allah is perfect.

    SPECIALPLACESHOMES

    PRAYER

    COMPASSUsed to find the direction of the Ka'ba so Makkah isfaced when praying. DIRECTIONS

    PRAYERBEADS(SUBHA)

    Used for recitation of prayers; the 99 or 33 beadsrepresent the 99 names of Allah.

    HANDSPRAYER

    PRAYER CAP(TOPI)

    Worn by males when praying to keep the hair back. CLOTHESPRAYER

    PICTURES OFKA'BA,MAKKAH, andMADINAH.

    Pictorial aids to explain Hajj-one of the 5 Pillars ofIslam. Every Muslim tries to make a pilgrimage toMakkah.

    PILGRIMAGESJOURNEYSSPECIALPLACES

    EID CARDSEid-ul-Fitr is celebrated at the end of Ramadan.Eid-ul-Adha is celebrated at the end of Hajj to remind

    people of Abraham's sacrifice.

    FESTIVALSCELEBRATION

    ALLAH'SNAME

    Display as high as possible. CALLIGRAPHY

    HADITH Sayings of the Prophet Muhammad (pbuh). BOOKSHOMES

    PATTERNSandCALLIGRAPHY

    For decoration patterns are used rather than pictorialrepresentation.

    PATTERNSSIGNS andSYMBOLS

    3

  • 8/8/2019 7 Teaching Islam in the Primary School

    4/34

    ISLAM

    There are many Muslims in Britain over 1 million, mostly from Pakistan, Bangladesh, Indiaand E. Africa. The first mosque was built in Surrey in 1889. World wide it is the fastest growingfaith, especially in Africa. There are about 1 billion Muslims mainly in N and W Africa, theMiddle East, SE-Europe and SE-Asia.

    WHO WAS MUHAMMAD (P.B.U.H.)?

    (As a sign of respect, after Muhammad's name is spoken devout Muslims say Peace be upon himwhich when written can beabbreviatedto pbuh. orsaw, the abbreviation for the Arabic.)

    Born in 570 CE in Makkah, Muhammad (pbuh) was orphaned while young. He was brought upby his grand father and by his uncle. He didn't learn to read and write as he had to work - as ashepherd, then helping his uncle trading. Known for his honesty, kindness and wisdom, at the ageof 25 he married a wealthy widow Khadijah, for whom he worked. They were married for 15years and had 6 children - 2 died young. After her death he married 8 more times.

    The people of Makkah believed in many Gods and worshipped idols. Muhammad (pbuh) believed

    in one God and frequently went into the desert hills around Makkah to pray on his own. In 611CE, in the cave of Hira, he received the first revelation from God through the angel Gabriel.Revelations continued over the next 23 years. Initially Muhammad (pbuh) was alarmed by theexperience but was reassured by his wife. He preached in Makkah for 13 years but was not wellreceived by most Makkans.

    In 622 CE at the invitation of the inhabitants of Madinah, Muhammad (pbuh) left Makkah (this isknown as the HIJRA) and established the first Muslim community - a city state with Arabs, Jewsand Christians. The Makkans repeatedly tried to attack Madinah. In 630 CE Muhammad (pbuh)took control of Makkah, smashed the idols in the Ka'ba and pardoned the Makkan leaders. Hedied in 632 CE.

    Muslims believe: Muhammad (pbuh) was a human being, not a divine or semi-divine person. Most would not

    describe him as the founder of Islam, that honour is reserved for God.

    God gave messages to many prophets (25 in the Qur'an are the same as in the Bible e.g.Abraham (Ibrahim), Adam, David, Isaac (Ishak), Ishmael (Ismail), Jesus (Isa), John, Lot,Moses (Musa) and Noah) who all relayed the same message but people corrupted the earliermessages. Muhammad (pbuh) was the last and final prophet sent by God to humankind - afterhim no other prophet will come.

    WHAT IS ISLAM?

    The message Muhammad (pbuh) preached is not named after him. It is called Islam which isArabic for peace. Peace is attained through submission to the will of God after, or through, athorough examination of his teachings, as revealed by Muhammad (pbuh).

    A follower of Muhammad (pbuh) is called a Muslim which means 'one who submits'. Islam is away of life based on submission and observance to Allah. It is about how to act, right from wrongand discipline. It entails 5 Pillars (internal duties or basic rules of practice) which are:

    1. Shahadah 2. Salah 3. Zakah 4. Sawm 5. Hajj

    4

  • 8/8/2019 7 Teaching Islam in the Primary School

    5/34

    1) SHAHADAH:isthe act of bearing witness to the unity of Allah and the affirmation that Muhammad (pbuh) washis messenger. A Muslim becomes a Muslim by declaring this Shahadah or formula of faith'There is no God but Allah, and Muhammad is His Messenger. The Arabic word Allah has nogender or plural form. Islam is strictly monotheistic and does not accept the Trinity.

    2. SALAH:

    is the advice to pray 5 times daily so Muslims are constantly reminded of God. Worship can be inthe home, work place, mosque, or street and follows a set pattern of actions and words in Arabiccalled RAKAH. Muslims face the Ka'ba in Makkah, which stands on the foundations of theoldest shrine of God and contains the Black Stone, given to Abraham by God.

    Salah emphasises the important concept of community. Muslims prefer to worship together sothey back each other up in good actions. They say prayer is 27 times more powerful donetogether than alone. The communal prayer (JUM'A) day is Friday. The 5 daily mandatory ritual

    prayers (RAK'AH) take about 10 minutes. FAJR is at dawn; ZUHR at midday; ASR in the lateafternoon; MAGHRIB after sunset; and ISHA in the late evening.

    Salah teaches humility before God, hence the use of bowing, in lines shoulder to shoulder,

    standing to attention with hands near to ears, to show one is listening to God and wants God tohear the prayer. Then bowing and prostrating (SUJUD) to show respect to God, going onto kneesand touching the forehead, nose, palms, knees, and toes to the earth twice.

    Artefacts connected with Salah are:

    prayer hats (HOPI/caps or DUPATTA/scarves) for covering the head;

    mat (JA-SAJJADA) - because the place of prayer has to be clean;

    compass to find the direction of Makkah which is faced during prayer;

    prayer beads (SUBHAH) with 99 or 33 beads and reflecting Allah's 99 names.

    WUDU is cleanliness of body before prayer. Muslims speak the name of God thenwash their hands 3x; rinse mouth 3x; nostrils 3x, wash face 3x; right arm from wrist to elbow then

    left arm, hair and head; ears; neck; and finally the right and left feet 3x up to the ankles.

    HAZZAN is the call for prayers broadcast from minarets by the Muezzin.

    MOSQUE means place of prostrationand is the place where the worshipper bows before God.Shoes are removed as a sign of respect. The mosque is also a place to meet and often an IslamicCommunity Centre. The entire world is regarded as a mosque or a sign of God.

    Mosques often have:

    sinks or running water; a dome and a tower (minaret);

    a Mihrab which is an alcove denoting the direction of prayer;

    a Minbar which is a short flight of stairs with a platform at the top forthe Imam, leader of prayers, when he is addressing the congregation.

    There are no:

    Seats;

    Pictures of heavenly or human beings because Muslims believe Allah created all things sopeople shouldn't copy or pray in front of sculptures as only Allah should be worshipped;

    Priests the community is led by religious scholars; In some mosques there is no provision for women to worship as they are expected to pray at

    home. In other mosques there is a gallery or separate area for women to pray in.

    3. ZAKAH:issocial welfare or purification of wealth. If money remains after everyday expenses have been

    met it is obligatory to give a proportion (2.5% of annual earnings) as charity. In some Muslimcountries it is part of the state tax. The money goes to the poor and needy. Equally all Muslims

    5

  • 8/8/2019 7 Teaching Islam in the Primary School

    6/34

    should practice charity every day, helping others in any way they can-giving a smile, time etc.Muslims should give gifts to others as Allah has given gifts to them.

    4. SAWM:is fasting during the 9th month Ramadan, the month of abstention. The emphasis is on self-control and exercising will power. Nothing is eaten or drunk between sunrise and sunset. Childrenunder twelve are exempt but many want to emulate their elders. Pregnant women, travellers and

    the sick may postpone their fast till later.

    During Ramadan Muslims try to be celibate; focus on their 5 daily prayers; read the Qur'an; dohonest business; and live in a way that demonstrates submission to God and concern for others.They are on high moral alert during Ramadan-no lying, cheating etc. and give to charity. They

    break their fast with a finger of salt, water, and fruit. Ramadan ends after 29/30 days with thecelebration of EID-UL-FITR-with presents; new clothes, cards, etc.

    5. HAJJ:ispilgrimage to Makkah. At least once in their life Muslims try to go toMakkah 2 months after Ramadan, during the special week ending withEID-UL-ADHA. There are 2 million pilgrims at any one time. Men

    wear IHRAM-2 white unsewn cloths for the bottom and top part of thebody so whether rich or poor there is no distinction and they are onebefore God. There are obligatory rites for all pilgrims including walkinground the Ka'ba 7x to show obedience to God and the unity of worship of the Muslim community.Hajj literally means effort and involves surrendering one's whole being to God.

    WHAT ARE THE BASIC BELIEFS OF ISLAM?

    1. TAWHID-Belief in the absolute unity of One God, the Creator of the Universe, with no son, nopartners. Since God creates us all, we are all equal.

    2. IBADA-Everything in life, if within the law of God, is worship.3. RISALAH-Belief in the prophet hood; 25 prophets are mentioned in the Quran. They believe

    in the Sacred Books of God (the Torah, Psalms etc.), in the 10 Commandments and in theAngels of God.

    4. AKHIRAH-Muslims don't believe this is the only life we are going to live; they believe in ahereafter which will be judged by God as to whether we have lived well. They believe in theDay of Judgement (QAYMAH).

    WHAT ARE SOME DIFFERENCES IN BELIEF WITH CHRISTAINITY?

    Muslims believe Jesus was an honoured Prophet, not the son of God. They accept his immaculateconception but the Quran denies his death on the cross and the resurrection so Easter andredemption through Christ are unacceptable to Muslims. So is the Trinity-Muslims believe God isone.

    In the creation story Islam rejects the idea of original sin believing each individual to beresponsible for his or her own salvation. Muslims dont have Eve tempting Adam, there is nosnake and its is a fig not an apple that gets eaten. Humanity has power because of being made inthe image of God and naming everything.

    6

  • 8/8/2019 7 Teaching Islam in the Primary School

    7/34

    HOW MIGHT ISLAM AFFECT DAILY LIFE?

    Food:Muslims should only eat Halal - meaning lawful or allowed food. No flesh of pig (pork,

    bacon, lard, ham) or carnivorous animal should be eaten. Lamb and beef should be killedaccording to Islamic law so that the blood drains from the body. They shouldn't consume alcoholor drugs such as cannabis or cocaine.

    Clothes:There are no specific Muslim clothes - it depends on the culture, country, family, andgeneration. The Qur'an tells Muslims to dress and behave modestly - to cover their

    bodies - men from the waist to knee and women from head to feet except for handsand face. Most British Muslims are from Pakistan and Bangladesh so many wearshalwar kameez (loose trousers drawn in tightly at the ankle and a loose shirt). Headsare covered for prayer.

    Calendars:The Muslim calendar is a lunar one in which the beginning of the month is determined by seeingthe new moon. So the Muslim year is about 11 days shorter than the Gregorian year based on the

    sun. If Ramadan occurs during the summer, 16 years later it will occur during the cool season.There are differences as to whether the moon has been properly sighted so Muslim communitiesmay celebrate Eid on different days. Muslims count the lunar years from the year in whichMuhammad (pbuh) migrated from Makkah to Madinah (622 CE).

    Islamic groups:Usually Asians from a Pakistani or Bangladeshi background will be Muslims. In Britain there are3 main groups - Sunni, Shii and Ahmadiyya. All hold to the absolute word of the Quran buthave different practices at festivals.

    90% of Muslims are Sunnis who rely upon the religious community and scholars.

    Shiites, mainly from Iran, follow living Imams whom they feel can't make mistakes.

    The Ahmadiyya Muslim community is quite large in Britain after persecution in Pakistan - itsheadquarters are in London. It was started by Mirza Ghulam Ahmad from India, who claimedin the 19th century to have received a revelation from God that he was the Messiah. OtherMuslim groups reject his writings. Their mosques are the same as other mosques and theyshare Muslims beliefs and undertake all obligations.

    HOW ARE RITES OF PASSAGE CELEBRATED IN ISLAM?

    Birth:A child is believed to be a blessing from Allah and born in a state without sin when

    body, mind, and soul are in harmony so there is no need for baptism. The baby isbathed then the ADHAN (call to prayer), which summarises Muslim belief, are the

    first words the baby should hear. They are whispered, usually by the father, in thebabys right ear, then the IQAMAT (command to worship) is whispered in the left ear.The purpose is to drive away evil and to introduce the child to worship. In somecountries honey is put on the babies tongue to ensure that when it hears prayers it will be happy.

    On the seventh day the baby's head is shaved (to remove uncleanness associated with birth and toencourage thicker hair), money is given to the poor equal in weight to the hair, and it is named,often by the grandfather. Male circumcision may be practised.

    The chosen name is often one of the 99 names attributed to Allah. For boys - Muhammad, Ismail,Isa, Jameel, and Imran are popular; for girls - Nadia, Sofiya, Mariam, Aateka and Safoora.

    Bismallah Ceremony:At the age of 4 years, 4 months and 4 days this ceremony signifies the beginning of religioustraining. The child is taught the correct way to pray and perform wudu. There is a special meal,

    7

  • 8/8/2019 7 Teaching Islam in the Primary School

    8/34

    new clothes and sweets are received as presents. In ordinary family life a Muslim child first learnsthe prayer positions, then the times and names of prayer and about the history, language and

    practice of Islam.From 7, children are encouraged to get involved so Islam affects their entiredaily life. Girls and boys from 4 upward are taught separately in the mosqueschool (MADRASSAH) for 2 hours Monday to Friday after regular school.

    They learn Arabic, recitation of the Qur'an, Islamic manners, morality,obligations, prayers, history and languages like Urdu. They have to pay toattend the classes and will be taught usually in a rote learning style with strict

    discipline. The older children get plenty of homework; there are exams and prizes. It gives thechildren a sense of belonging and community.

    Marriage:Marriages were traditionally arranged by the parents; the final decision resting with the girl.Marriage is a civil contract but the fact that the promises are made in the presence of the Quranmake it a religious ceremony. The wedding ceremony is very simple - the couple promise to obeyGods law. The vows can be made before any 2 Muslim adult witnesses but the local imam and

    men from both families often officiate.

    It may take place at the mosque but often in the home of the bride or in a large hall. It is commonfor the couple not to meet during the ceremony - the bride will be in one room with the femaleguests and the groom in another with the male guests.

    What is worn depends upon where the families originate. Many Muslim brides in Britain wear ared shalwar and kameez with gold jewellery. They may decorate hands and feet with mehndi

    patterns. A legal document contains anything the couple wish to make a condition of theirmarriage. The bride must publicly give her consent to the marriage. The groom gives the bride agift of money which is hers for life. A lavish feast follows often with 300-400 guests.

    Divorce is permitted in Islam but it is extremely disliked. Islam is not individualistic - itemphasises responsibility to the family, the community, Muslims in general and all humanity.

    Death:If possible a dying Muslim declares belief that only Allah is worthy of worship. He asks forforgiveness, reads the Quran and prays. Muslims believe in resurrection and a Day of Judgementwhen each person is judged according to their deeds. The faithful enter paradise - a celestialgarden of delights with rivers of milk and honey. In contrast the unfaithful are thrown into hell - afiery place where they are given scalding water to drink and bitter fruit to eat.

    Muslims are not cremated because they believe in a physical resurrection of the body. Friends andrelatives wash the body, as if for wudu, then wrap it in a white cloth, perhaps the one worn on

    pilgrimage to Makkah. Funeral prayers are said at home or in the mosque asking that both livingand dead find peace. Burial takes place the day after the death or at the first opportunity, with thehead facing towards Makkah. No extreme forms of mourning are permitted but the reading of theQur'an is encouraged. Mourning lasts from one week to three months. Alms are distributed on

    behalf of the dead.

    8

  • 8/8/2019 7 Teaching Islam in the Primary School

    9/34

    WHAT IS THE QUR'AN ABOUT?

    Qur'an in Arabic means the 'readingorthat which should be read. Muhammad (pbuh) did notclaim to have written the Qur'an. Muslims believe the Qur'an is the word of Allah exactly asMuhammad (pbuh) received it from the Angel Gabriel and the only Holy Book to have survivedunaltered after 1400 years containing Allah's recorded speech.

    The first revelation of the Qur'an came to Muhammad while he was praying on a mountain top.The first message was: Read: in the Name of thy Lord who createth,Createth man from a clot.

    Read: And thy Lord is Most BounteousWho teacheth by the pen,Teacheth man that which he knew not. Surah 96.1-5

    This was interpreted as meaning that Allah made man, that he is the giver of all gifts, and that thisnew message was to be in writing. This was new to the Arabs who worshipped idols and didntread or write. They scorned such skills and bought foreign slaves to do it so found Muhammad'steaching hard to take.

    Muhammad delivered the message from Allah to anyone who would listen and taught the wordsby heart to his friends. Five of Muhammads companions learned to recite the whole Quranduring his lifetime. It is still important to Muslims to learn it by heart. One who can do so iscalled a HAFIZ and is respected. Most Muslims know a number of passages by heart.

    Revelations kept coming to Muhammad, on and off, for 23 years. The last message was:They ask thee (O Muhammad) what is made lawful for them.Say: (all) good things are made lawful for you.

    When Muhammad died, Abu Bakr was elected leader or Caliph in his place. He had the entirecollection of Muhammads revelations from memories and notes written in one book. The nextCaliph, Umar, opened many schools for learning the Qur'an and students flocked to them. Eventhe young warriors in the Arab armies spent their free time learning to recite the Qur'an instead ofheroic poems, and hundreds of them knew it all by heart.

    As the literal word of God, the Qur'an is the Qur'an only in Arabic. A translation can not be theQur'an, only a suggestion of the meaning of the words. So whatever their mother tongue,Muslims recite it in Arabic. It has 114 chapters (SURAH), 6236 verses (AYATS) divided into 30sections. The special language and structure make it relatively easy to memorise.

    The doctrine of the unity and oneness of Allah is central to the Qur'an which gives 99 beautifulnames for Allah. It is regarded as a book of guidance and teaches how to live in a way pleasing toAllah. It has regulations for daily living, prayer, charity, inheritance, usury, marriage, divorce,slavery, criminal law etc. The only story in the Quran is that of Joseph (Surah 12).

    To show its importance when not in use, the Qur'an is wrapped in cloth, kept in a high place, andnothing is put on top of it. Hands are washed before touching it, symbolising the hope that itsreading will help 'cleanse' the reader's life. Water, wet tissues, a clean hankie or sand in the desertare acceptable for washing. A verse, 'Bismillah-a-rahman, a-rahim (In the name of God, Themerciful, the mercy giving) should be recited when opening the Qur'an. It is often placed on astand for use and is not left open. Menstruating women shouldn't touch it. It is used in the daily

    prayers, especially during Ramadan.

    Muhammad's (pbuh) own sayings (HADITH) and actions in life (SIRA) are collected in 6 bookscalled the SUNNAH which means example or path.

    9

  • 8/8/2019 7 Teaching Islam in the Primary School

    10/34

    EXTRACTS FROM THE QURAN

    Devout Muslims repeat this from the opening chapter, at least 10, if not 17 times, a day:In the Name of God, the Merciful, the Compassionate.Praise be to God, the Lord of the worlds,The Merciful, the Compassionate.

    King on the Day of Judgement.

    Thee do we serve and on Thee do we call for help.Guide us on the straight path,The path of those to whom Thou hast been gracious,

    Not of those upon whom anger falls, or those who go astray.

    This from Surah 112 describes the Unity of God:Say : He is God, One,God, the eternal;

    He brought not forth, nor has he been brought forth,Equal with him there has never been any One.

    This from Surah 93 describes Gods care:

    By the morning brightness,By the night when it is still,Thy Lord has not taken leave of thee, nor despised thee.The last is better for thee than the first;

    Assuredly in the end thy Lord will give thee to thy satisfaction.Did he not find thee an orphan and give thee shelter?Did he not find thee erring, and guide thee?Did he not find thee poor, and enrich thee?So as for the orphan, be not overbearing;

    And as for the beggar, scold not;And as for the goodness of the Lord, discourse of it.

    This from Surah 4.40 describes religious duties:Serve God and do not associate anything with him.Show to parents kindness; also to relatives, orphans and the poor, to the person under your

    protection whether he is a re1ative or not, to the companion by your side, to the follower of theway, and to whoever your right hand possess. Verily God does not love any crafty boaster.

    This from Surah 82.1-5 describes the Day of Judgement:

    When the heaven shall be rent,when the stars shall be scattered,when the seas shall be made to boil up,when the graves shall be ransacked,

    A soul shall know what it has sent forward, and what kept back.

    This from Surah 2.172 isabout true religion:It is not virtuous that you should turn your faces towards the East or the West,but virtuous conduct is that of those who have believed in God and the Last Day, and the Angelsand the Book, and the Prophets; and who, though they love their wealth, bestow it upon relativesand orphans and the poor, upon the follower of the way; and the beggars, and for the ransomingof captives; who observe the Prayer and pay the Alms; those who fulfil their covenant when theyhave entered into one, who endure steadfastly under adversity and hardship and the time of attack

    these are the ones who have spoken truth, they are the ones who show piety.

    10

  • 8/8/2019 7 Teaching Islam in the Primary School

    11/34

    These quotes help promote an understanding of Allah:

    To Allah belong the east and the west; wherever you turn, there is the presence of Allah. ForAllah is all-pervading, all-knowing. Surah 2:115

    If you think you can control your own destinies, then try to stop your souls leaving your bodies atthe time of your death. Surah 3:168 (also a hadith)

    Whoever repents and mends his ways after doing evil shall be pardoned by God. God is forgivingand merciful. Surah5:39

    Allah has the key of the unseen, the treasures no one knows but he. He knows whatever is on landand in the sea; no leaf falls without his knowing it; there is not a grain in the darkness of earth ora green or dry thing, but it is carefully noted. Surah 6:59

    He is with you wherever you are. Surah 57:4

    Neither slumber overtakes him, nor sleep. He is all that is in the heavens and the earth. Who isthere that can intercede with him, unless it is by his permission? He knows all that lies openbefore men and all that is hidden from them, whereas they cannot attain any of his knowledge

    except that which he wills (them to attain). His eternal power overspreads the heavens and theearth and their upholding wearies him not. And he alone is truly exalted, mighty. Surah 2:255

    A desert nomad was asked about the existence of Allah. He said:Camel prints point to the existence of acamel. Footprints in the sand tell of atraveller. The heavens with all its stars,the earth with its mountains and the valleyand the sea with its wavesdo they not

    point to the maker, all powerful, allknowing, wise and caring?

    These quotes help with moral conduct:To be charitable in public is good, but to

    give alms to the poor in private is better.Surah2:271

    Return evil with good and he who is yourenemy will become your dearest friend.Surah41: 34

    Be good to others as God has been good toyou. Surah28:77You shall not kill one another. Surah4:30

    11

  • 8/8/2019 7 Teaching Islam in the Primary School

    12/34

    INSIDE A MOSQUE

    A mosque is a special place for Muslims to go to pray, just as a church or a chapel is forChristians. It can be a very simple place. All that is necessary for a place to be a mosque is:(i) A clean place, sheltered from the weather, where people can meet.(ii) A marker on the wall towards Mecca, called a Mihrab, so that people can know which

    direction to face for prayers.(iii) Running water so that people can wash before prayers.

    1. Complete this drawing of the inside of a mosque.

    2. Describe some of the things that happen in a mosque._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    12

  • 8/8/2019 7 Teaching Islam in the Primary School

    13/34

    MUSLIM FESTIVALS

    RAMADANThe ninth month of the Muslim calendar is Ramadan. During this month adults and older childreneat and drink nothing between dawn and dusk. A nourishing meal is eaten before dawn and in theevening. Their commitment to keep this fast means the family gets up very early, especially if

    Ramadan falls during the summer.Some Muslims used to tie a black and white thread round their wrists so when they coulddistinguish the black from the white in natural light, it was dawn. When the black could not bedistinguished from the white, the day had ended. Other Muslims used the lines on the palms oftheir hands as a 'clock'.

    The very young, the ill and the old do not fast because it might damage their health. Youngerchildren do without sweets or snacks between meals. They gradually learn to miss one meal and

    by the age of about 12 are ready to accept the discipline of the fast.

    Muslims fast in obedience to Allahs command in the Quran and they follow Muhammad'sexample. It helps them to avoid excess and identify in a small way with thepoor, and to help

    them. It helps them realise how dependent they are on Allah and reminds them to thank him.

    For the fast to be acceptable money, possessions and kindness must be shown to less fortunatepeople. Muslims try to follow Allah's will in all things, practising kindness, honesty etc.

    During the month of Ramadan Muslims celebrate the night when God revealed the first words ofthe Quran to Muhammad. They call this night Lailat-al-Qadr - the Night of Power. During thismonth Muslims like to read the Quran - many try to read the whole book reading one thirtietheach day. Most editions of the Qur'an in this country are about 300 pages long.

    In school, younger children can be helped to enter into the spirit of Ramadan if milk and biscuitsor crisps are delayed for ten whole minutes.

    EID UL FITREid-ul-Fitr is the Festival of Fast Breaking that celebrates the end of Ramadan. It begins as soonas the new moon is sighted on the last evening of the month of Ramadan. Eid means a day ofrejoicingmarked by an atmosphere of peace and forgiveness. It is the day on which to make new

    beginnings, to abandon ill-will and grudges and make a fresh start at cultivating harmoniouscommunity. Eid prayer occurs between sunrise and noon and is said at the mosque. The sermonwill stress the duty of charity to the poor.

    The celebrations last for three days. Everyone dresses in new clothes.Special food is prepared and sweets and cakes are taken to relatives andfriends. People visit each other and go to parties. Children receive presentsand money. Many Muslims send greetings cards to each other. On themorning of the first day Muslims visit the mosque. Later there are often fairs and other kinds ofentertainment.

    RecipesBefore going to the mosque for morning prayer, many Muslims have a nourishing milk drink suchas Sheer Kuma or Seweea(n):2 pints milk Sugar to taste 4 dates 1 tsp. fine

    vermicelli2 tsp. coconut 2 tsp. chopped nuts Flavouring Sultanas and saffron

    may be added.

    Chop the dates finely. Break vermicelli into small pieces. Put milk in pan. When it boils, addvermicelli and dates and simmer over low heat until cooked. Add coconut, nuts, sugar andflavouring. Serve in small bowls.

    13

  • 8/8/2019 7 Teaching Islam in the Primary School

    14/34

    Indian Shortbread cup castor sugar 1 cup ghee 1 egg 2 tsp. baking powder Pinch bicarb. of soda tsp. nutmeg tsp. cinnamon 2 cups flour

    Put ghee in bowl. Add baking powder, sugar and spices. Stir briskly with spoon. Add egg. Stirtill frothy. Add enough flour to make biscuit-consistency dough. Divide into ping-pong sized

    balls. Roll each between the palms of hands, flatten with fingers ( inch thick) leaving finger

    marks. Place blanched whole almond in the middle of each circle. Bake in a medium oven until apale cream colour. Cool in pan before removing.

    EID-UL-ADHAThis Festival of Sacrifice coincides with the completion of pilgrimage or Hajj to Makkah. Itcommemorates Abraham who offered his son to God and was allowed to ransom him with ananimal. The sacrifice of a lamb, goat or sheep for each household is to be made on this day or thefollowing two days. The animal must be two years old and must be healthy. If someone cantafford a sacrifice, he may share with others, or when he returns home, he must fast for a certainnumber of days in replacement of the sacrifice. A third of the meat is kept for the home; theremainder is given away, uncooked, to the poor.

    Muslims celebrate Eid-ul-Adha at the same time throughout the world. They offer a sacrifice andthe meat goes to the poor. One's own feelings about the sacrifice are much more important thanthe action. The Quran says: Neither your blood nor your meat reaches Him, only your pityreaches Him.

    THE DAY OF HIJRAHCommemorates the day of the migration ofMuhammad from Makkah to Madinah whichmarked the beginning of the Islamic calendar.

    MAULID UL NABIIs the celebration of Muhammads birthday. 20th

    August 570 C.E is the date marking the mostimportant event in the history of the world toMuslims. It is a day of great rejoicing on whichthe life and teaching of the Prophet are celebrated.

    LAILTAT UL QADRMost Muslims celebrate the Night of Power orMajesty on the 27th day of Ramadan. Itcommemorates the revelation of the Quran toMuhammad.

    LAILAT UL MIRAJ

    Is when The Night Journey and the Ascension ofthe Prophet are celebrated. On the night of the 27th Rajab (the seventh month in the Muslimcalendar) Muhammad was transported by Allah to Jerusalem and saw in a vision some of the signsof Allah. Muslims commemorate the event by reading the Qur'an and saying additional prayers.

    14

  • 8/8/2019 7 Teaching Islam in the Primary School

    15/34

    Mary Stone devised the following work on Hajj:

    MUSLIM PILGRIMAGE

    Who?Muslims, at least once in alifetime. Women cannot go

    without husband, brother or son.It is physically very demanding.

    "Here am I,O God,

    at ThyCommand,Here am I."

    What?Pilgrims circle the Ka'ba seven times,kissing, touching, or raising their arms

    towards the Black Stone as they pray.

    Why?It is a religious duty, to obeyone of the five pillars of Islam,

    provided health and wealth permit. Living a good life isalso acceptable. It is a profoundreligious experience whichstrengthens faith, develops unity

    and is a sacrificial service toAllah.Pilgrimage there to is a dutyMen owe to God, -Those who can affordThe journey. Surah 3:97

    How?In groups-each year more than 1million pilgrims. Travel by anymeans possible. The pilgrimdress, 2 pieces of white cloth,

    denotes equality and is put onbefore arriving at Makkah.

    Hajj(pilgrimage)

    The FifthPillar of

    Islam

    Later they run 7 times between the twohills, Safa and al-Marwa, which areassociated with Abraham, and drink fromthe spring unsealed by Hagar's son-theZam-Zam well.After sunrise on the 9th day - theywalk/ride to Mt. Arafat, pray and confesstheir sins, then continue their journey to

    Muzdalifah, to say evening prayers beforecamping for the night.On the 10th day they go to Mina for 3days. Stones (gathered at Muzdalifah)are thrown at 3 pillars that represent thedevil who tempted Ishmael. Theysacrifice a sheep or goat as Abraham didinstead of his son and share the meat,giving some to the poor. This marks thefestival of Eid-ul-Adha that celebrates theend of Hajj.

    What skills and attitudes are youhoping to develop?What new vocabulary?

    When?8-13th of the 12th

    month-Dhu'l-Hijja preferably.

    Finally, they circle the Ka'ba again, dressin their ordinary clothes, wash their

    pilgrim clothes, collect bottles of waterfrom the sacred well and return home.

    Teacher's preparation:

    1. Read about Hajj in several books, to get the flavour of this very special event.

    2. Decide how much content to include and how you might do this in an interesting way.3. What are the aspects that you want children to reflect on?4. What activities will you provide? Do these help children to reflect on the meaning?

    There are 7 rites to be done in 5 days. The following 4 rites are obligatory for all pilgrims:

    1. Pilgrims must be in a state of ritual purity called Ihram so they put on ihram-two unsownpieces of white cloth for men, to cover the lower and upper part of the body. They also shavetheir heads.

    2. To go 7 times round the Kaba-the House of God and central feature of the mosque at Makkah(believed to have been built by Adam, rebuilt by Abraham (Ibrahim) and his son Ishmael afterthe flood), in an anti-clockwise direction. (tawaf alqudum)

    3. To be at Arafat, where Muhammad (pbuh) received his first revelation of the Qur'an, frommidnight to sunset on the ninth day of Dhul Hijjah.

    4. To go 7 times round the Ka'ba after visiting Arafat. (tawaf alqudum)

    15

  • 8/8/2019 7 Teaching Islam in the Primary School

    16/34

    Pilgrimage is:

    An exterior journey with 2million others,very hot, manysights and

    sounds

    Aninterior

    journey onone's own

    A geographical journey;feeling part of the Islamicworld; recognising that allMuslims are equal beforeGod.

    A spiritual journey willing tosacrifice everything in orderto obey God feeling sorry fortheir failures (prayers atArafat).

    Preparation necessary for a Muslim before Hajj:

    should be free fromdebt;

    able to support thefamily whilst away;

    have good health; Take leave,with prayers atthe mosque.

    Pilgrimagestarting point for teachers:Discuss journeys the children have made-to town and to go on holiday. Discuss the feelings

    before setting out, during journeys and on arrival-excitement, anticipation, tiredness, and surprise.What preparations had to be made? Why take certain things?

    Discuss secular journeys to a pop concert or football cup final that may reflect commitment,fervour and group spirit. Discuss the feelings evoked by a large crowd gathered for the same

    purpose. Discuss the actions and special clothes worn. What messages do they convey? Do they travel

    alone to the event? On return who do they tell? Why do they want to share it? Introduce and brainstorm the word 'pilgrimage', 'pilgrim', 'Muslim' and 'Allah'.

    To develop awareness that Muslims live in many places and make journeys from all over theworld children could make a collage from pictures cut from travel brochures showing peoplefrom many countries, different colours, doing different jobs, some being Muslim.

    2. Questions worth considering: Why do Muslims hope to go to Makkah on pilgrimage? What needs to done before they go? How long might it take to save up to go? When a Muslim meets millions of other Muslims in Makkah, how might she feel? Why does each pilgrim wear two unsown pieces of cloth? What might prevent a would-be pilgrim going to Makkah? Do you think going to Makkah will make a difference to a Muslim's life when they return?

    3. Give each table group a picture, poster or book containing clear pictures of Hajj: What do the children notice? (dress; shared movement; shape of building.) How do they know it's important? What in particular interests them in the picture? What questions do they want to ask?

    Each group shares its findings and the rest of the class tries to answer their questions.4. Children should become familiar with the following vocabulary:Muslim Hajj ihram IslamMecca/Makkah Allah pilgrim pilgrimageKa'ba/Ka'aba Muhammad mosque rites5. Refer again to the possible feelings evoked by such a visit. List the words children offer on the

    blackboard. Suggest that they write simple poems with 1 word in the first line, 2 words in thesecond etc. ending with 1 word for the last line.

    6. Recap some of the main aspects of Hajj (saving money; paying debts; providing for thefamily, travelling to Makkah with other Muslims; dressing in white cloth; walking around theKaba etc.) then each group of children could be responsible for creating one panel in a frieze.

    7. Children could pack an imaginary suitcase with all that a Muslim would need for Hajj and saywhy they've included the items.

    16

  • 8/8/2019 7 Teaching Islam in the Primary School

    17/34

    8. Children could write and perform a documentary for radio about going on Hajj and add theirown sound effects and music.

    9. Children could write a letter to a Muslim friend about a pilgrimage to Makkah.

    10.Concluding discussion and assessment possibility:What makes a pilgrimage different from other journeys? Why do you think many religious people

    go on pilgrimage?11. Use the following stories to reflect on the meaning of Hajj:

    RELEVANT STORIES ABOUT HAJJ

    1. In a village in Pakistan the Muslims all very much wanted to go on Hajj, but they were poorpeople, and no one could afford it, however long they worked or saved up. Then someone had abright idea. Everybody in the village should save up as much as they possibly could - all throughthe year. By the end of the year there would be sufficient money for one person to go on Hajjwith enough left to look after his family while he was away. So by continually saving, each yearone pilgrim went on Hajj.

    Key questions:In what way were the villages pilgrims? (They all made the sacrifice.)How do you think the ones left behind felt?

    2. A Muslim family saved and saved until one year they had enough money to send their fatheron Hajj. You can imagine how he felt. At long last he was going on Hajj. Wonderful. Beforeleaving the father visited his neighbours to say goodbye. They were so poor they were nearlystarving. What was the father to do? (Pause for discussion.) If he gave them money - he wouldn't

    be able to go on Hajj. In the end he gave them all the money his family had saved. When hisfriends who were pilgrims returned from Hajj, he asked them what it was like being in Makkah.

    They laughed at him as if he was joking. But you were there. We saw you there!

    Key Question: What is this story telling us?

    3. Once there was a Muslim who very much wanted to go on Hajj. He saved up till the time camethat he could travel to Makkah. He dressed in the 2 white pieces of cloth, walked 7 times roundthe Ka'ba and kept thinking what he would tell his friends when he got home.He was so excited, so pleased with himself when be returned home and told his teacher all aboutit. His teacher said, You haven't made the pilgrimage.

    Key Question: What did the teacher mean?

    17

  • 8/8/2019 7 Teaching Islam in the Primary School

    18/34

    PILGRIMAGE TO MAKKAH

    Hajj shows the physical and spiritual unity of Islam. The millionaire or the pauper look alike asall dress simply and concentrate on their worship. Muhammad (pbuh) said 'All of you are from

    Adam. There is unity of action and purpose.

    People can cheat in the performance of the other pillars of Islam. They can go to the mosque and

    pray in order to show off as a 'good' Muslim. They can say they have fasted or make a show ofgiving to charity. But they cant cheat on Hajj because it is not worth making so many sacrificesjust to be called Hajji.

    God only asks the Hajj to be done once because it is so difficult. The pilgrim must be able toafford the journey physically and financially. It must be done at the pilgrims own expense somany Muslims save for years. Those who cant afford it are excused. If in debt they cant go onHajj. They must leave enough money for their family to follow their normal life without

    borrowing or stealing and leave provision incase they dont return.

    If they cant physically do Hajj, they can pay the expenses of someone to go on their behalf, butthey must feel it. The Quran says in Surah 2:196: Perform the pilgrimage and the visit (to

    Makkah) for Allah. Women cant go alone but must be accompanied by husband, brother, son oranother woman because the ritual is very hard.

    Hajj takes place at a particular time of year and lasts eleven days. Makkah is normally a smallplace of 10,000 inhabitants, mainly merchants. For a specific few days, over 2 million peopledescend on it at the same time. Every house is full and marquees cover the surrounding desert.Any Muslim can go to Makkah at any time of the year and make a private pilgrimage, called anUMRAH, but this is not the necessary Hajj.

    Non-Muslims cant go to Makkah which prevents it becoming a tourist destination rather than areligious experience. In the past, some adventurers went by disguising themselves as veiledwomen so now women are not allowed to veil their faces when they are on pilgrimage. Bedouinguards keep constant watch.

    Firstly, pilgrims must put on their special clothing (ihram - two large white pieces of unsewn clothand sandals) at one of the appointed places, some distance from Makkah. From Europe travellers

    by air usually do so at Beirut or on the plane when flying over the appointed place. After doingso, they cannot kill, fight, become angry, or cut any green plant, leaf, etc. until the pilgrimage has

    been completed.

    Few pilgrims know what to do so guides take them round in parties and explain everything in theirnational languages. The first visit is to the Black Stone which they try to kiss. They go round theKa'ba 7x anti-clockwise reciting prayers. Some pilgrims dont know Arabic so their guide saysthe prayer line by line and they repeat it. The first three circuits are taken at a run, to showdevotion and determination. The last four are walked. Each time they pass the Black Stone theyshould kiss it but there is such a crush that it isnt usually possible. Some pilgrims raise theirarms, palms towards the stone and say they feel a tingling in their hands.

    Then they move to the praying place of Abraham where it is believed Abraham stood when herebuilt the Kaba. Here, pilgrims say a prayer of thanksgiving and pray for what is nearest to theirhearts. Boys bring them water to drink from the sacred well Zam-zam where Hagar and her

    baby Ishmael, the founder of the Arab people, found water after they had been left in the desert byAbraham and were dying of thirst. (This is like the story of Hagar and Ishmael in Genesis 16.)

    The pilgrims remember this by running 7x along a special course between the tombs of Hagar andIshmael as a reminder of how Hagar ran back and forth looking for water until an angel showedher the Zam-zam well. These ceremonies are strenuous because of the crowds and heat.

    They then travel 13 miles, usually by bus, outside Makkah to Mina, a small village, empty the restof the year. When they stop for the night at the appointed place they must collect 21 small stones.

    18

  • 8/8/2019 7 Teaching Islam in the Primary School

    19/34

    As people have been doing this for centuries, the stones have gone, so lorries collect the stonesfrom the stoning places at the end of the day and bring them back to the desert!

    At Mina there are three stone pillars which represent devils who tried to tempt Abraham. Pilgrimsthrow their stones at these pillars as a sign that they too will resist temptation. Each pillar has ahigh wall behind it and a low wall in front to prevent pilgrims getting so carried away by their zealto stone the devil that they miss the pillar and injure someone on the other side. The same night

    the pilgrims camp at Mina and it is very cold. They sit up all night reading the Qur'an or praying.

    The next day they move on to Arafat and camp at the foot of the mountain. Early next morningthey climb up to see the sun rise and stay until sunset, reciting prayers. They sit and give anaccount of their deeds to God, asking for forgiveness for acts which they regret. God will accepttheir prayer on three conditions - that they stop what they are doing wrong, that they are trulysorry, and that they promise to try and not do it again.

    Then they go back to Mina for the dayof sacrifice and offer an animal - a lambor a calf, in memory of Abraham whooffered his son to God and was allowed

    to ransom him with an animal. Theanimal must be two years old andhealthy. If someone cant afford asacrifice, he may share with others, orwhen he returns home, he must fast in

    place of the sacrifice.

    This day - Eid-ul-Adha, is celebrated atthe same time by Muslims throughoutthe world who also offer a sacrifice andgive the meat to the poor - another

    expression of unity. One's own feelingsabout the sacrifice are much moreimportant than the action. The Quransays: Neither your blood nor your meatreaches Him, only your pity reaches Him.

    Back in Makkah, pilgrims have their heads shaved as a reminder that they have resolved to livepure lives. Finally, they make farewell circuits of the Kaba and kiss the Black Stone. They get agreat sense of the nearness of God and the community of Islam and return home resolved to be

    better Muslims than they were before.

    Many pilgrims do not go straight home, but go on to Medina where Muhammad is buried. Theyvisit his tomb and pray at the famous mosque with its green copper dome.

    Pilgrims are sorry to go home, yet glad they have fulfilled the lifetime ambition. On arrival home, people call them Hajji (one who has made the Hajj) and treat them with respect. In somecountries they may wear a special green turban.Pilgrims bring home many mementoes - shrouds from Makkah for their funerals; water from theZam-zam well, which may be used to sprinkle on their grave; black and white prayer beads fromMakkah; prayer caps and rugs, and pictures of the Pilgrimage. These things are treasures becausethey are reminders of the greatest experience in the life of a Muslim - the Hajj.

    As one Hajji said: The crowds are always very great, but you cant be angry if someone treads onyour foot, you can only say God bless you. Everyone is relaxed. You feel completely at ease.You forget and are unaware of what is happening around you. You don't bother about it. Youcannot really describe what is happening to you.

    SPECIAL PLACES - THE KABA IN MAKKAH

    19

  • 8/8/2019 7 Teaching Islam in the Primary School

    20/34

    The Kaba is the holiest building in the world for Muslims. Situated in the middle of a hugemosque with many entrances, the Kaba is a plain, dark grey stone cube shape, with no windowsand one door, seven feet above ground level. When pilgrims go for Hajj they cant see much ofthe actual building because it is covered with an enormous black cloth. On a wide band aroundthe cloth are sentences from the Qu'ran, woven in gold thread.

    Pilgrims dont go inside the Kaba; they go round the outside 7x. At one corner they try to kissthe Black Stone which is about seven inches across, framed in an arch of silver-gilt. Pilgrims prayand feel very close to God and to all Muslims while they are doing these things.

    The Ka'ba is opened once every year and usually the King of Saudi Arabia goes inside; washes thefloors and dusts the walls.

    The Ka'ba is very old. There is a story that Adam built it on the model of the Kaba in Paradise,and that Abraham had it rebuilt. There are different opinions as to the Black Stone in the wall -some say it comes from heaven. Others say it is one of the stones left from the house of God built

    by Abraham. It seems certain that Arab pilgrims were walking round the Kaba and kissing theBlack Stone for 1500 years before the time of Muhammad (pbuh).

    During Muhammads (pbuh) childhood, when his grandfather was in charge of it, the Ka'ba was amound of loose stones, not very high, with a dry well in the middle where pilgrims threwofferings for the pagan idols they worshipped. It was hard to keep the offerings safe as the

    building was falling down because of its age. The best security guard was the poisonous snakethat lived down the well. One day, a thief did steal some of the treasure.

    After that, Muhammads (pbuh) cousin, who was by then in charge of the Kaba, decided to pulldown the old building and rebuild it using the same stones. At first, no one would work there

    because they were afraid of the snake which came out of the well to sun itself on top of the wall.Suddenly a big bird flew down, seized the snake in its talons, took it away and ate it.

    There was now no excuse for not getting on with the work but the men said they were afraid theold building didnt want to be pulled down. Finally, a man braver than the rest, took a pickaxeand went to the Ka'ba, sayingO God, we intend only what is best. And he hacked away two ofthe corner stones. That night the people watched, saying We will look out. If he is smitten, wewon't destroy more of it but if nothing happens to him, then God is pleased with what we aredoing and we will demolish it. In the morning the man went back to work. The others saw hewas not harmed so believed that God wasnt angry and from then on worked with him on thedemolition and rebuilding.

    When they wanted to replace the Black Stone the different clans of workers quarrelled as to whoshould have the honour of setting it in the wall. This went on for a week and they could not agree.At last, they agreed that the first man to come in at the temple gate in the morning should be made

    to act as umpire and choose a clan for the honour.

    The first man to enter was Muhammad (pbuh). The watchers all knew him and said: We trusthim. He shall decide. Muhammad (pbuh) thought about the situation then said: Give me acloak. He took the Black stone and lifted it onto the cloak saying: One member of each clan

    should take hold of an edge of the cloak and lift it together. They did this and when they got itinto position he placed the stone and building carried on above it.

    After Muhammad (pbuh) had been recognised by his tribe as the Prophet and had returned toMakkah, he had the idols smashed and allowed people to worship the one God before the Kaba.

    EXPLORING HAJJ WITH KS 1

    1. Discuss journeys going to a city centre, visiting Grandma, holidays abroad etc. Refer tostories and TV leading to an awareness of countries, far away, which might be visited.

    20

  • 8/8/2019 7 Teaching Islam in the Primary School

    21/34

    2. Discuss feelings before setting out on journeys, during journeys, and what you feel when youarrive at your destination - excitement, anticipation, tiredness, surprise. What preparationswere made? Who carried the cases? What was in them? Why do we take certain things?Who made the sandwiches?

    3. Introduce the word 'pilgrimage'. Spend time repeating the word, letting it 'roll round yourtongues', thus giving it a 'feel' of importance.

    4. Introduce the idea of people who worship God, people called Muslims. Introduce the nameAllah. Write the 3 new words on three A6 posters, prepared with decorated borders which can

    became part of a collage made from pictures cut from travel brochures showing people frommany countries -some will be Muslim, people of different colours, doing different jobs etc.The children may not grasp the idea of time and distance, but could develop awareness thatMuslims live in many places and make journeys from many places.

    5. Just as some people visit the Pope in Rome, so Muslims like to go to Makkah - another newword. Show pictures, video or slides of a pilgrim on his journey. Imagine a Muslim familyhelping Dad prepare for his journey. Call your pilgrim Mr Khan.

    6. Imagine you are helping him. He will travel by car, aeroplane and coach - years ago, manypeople walked all the way. Imagine buying tickets, finding out the time of the flight etc.

    7. Pack a travel bag - ordinary things like soap, towel, clothes etc. But also special things to pack- the two pieces of white material to be worn in Makkah; prayer beads (learn two of the namesof God which they represent); a Qur'an wrapped in a cloth. It will be hot in Makkah and Mr.Khan wont be able to wear a hat - so add a telescopic umbrella. Finally count out money forfares, food and presents. Emphasis the feelings of importance, excitement, anticipation andhappiness.

    8. What will Makkah be like? Ask children to watch a blank screen in their minds. Memorisethe pilgrim's cry as he catches his first glimpse of Makkah - 'We are here lord.'

    9. Children enjoy pattern so may remember that Mr Khan walking seven times round the centralbuilding which they can see in the pictures. Prayer was another focal point-Mr. Khan sayingthank you for his safe arrival and the communal meal on the last day shared not only by Mr.Khan, but also by his family back home.

    21

  • 8/8/2019 7 Teaching Islam in the Primary School

    22/34

    The following ideas are from Mary Stone:INTRODUCTION TO ISLAM USING THE QUR'AN (KS 1 OR 2)

    5) Start by discussing books which are special: Does anyone have a special book?What makes the book special?Where do you keep your special book? Why?

    Would you lend your special book to anyone?How should you care for someone else's book?

    2) Ask if anyone has noticed something new in the room, quite high up. Ask them to watch whatyou do. (Take your shoes off, cover your head with a scarf, wash your hands then reach for theobject wrapped in a silk scarf). Ask-What do you think is inside? Why is it wrapped? Walkround showing the children the inside of the book, looking, not touching. Allow children tocomment and ask questions-show you are interested but don't answer.

    3) Explain that it is written in a language called Arabic; ask them to say that word. Arabic iswritten from right to left so the Qur'an opens the opposite way to an English book. Ask whydidn't I allow any of you to touch the book? It is the special, precious book of people called

    Muslims. It is their holy book called the Qur'an. Ask them to say the name. It is the holy book ofMuslims so they wash their hands before reading it. Was any other book in the room as high asthis one? Why do you think it was the highest? What does this treatment of the Qur'an tell usabout the Muslim attitude to their special book?

    4) Now I want you to be detectives who look for clues. That means you have to look carefullyand ask questions. Each table group will be given a picture. I want you to be able to tell thewhole class about your picture, and you might want to ask each other some questions about it.

    The pictures could be from the Westhill Project Muslim Photo pack. Number 1 has three copiesof the Qur'an and carved wooden stands; 2 shows learning to memorise the Qur'an; 3 shows wall

    plaques of Arabic calligraphy; 4 is of a mother reading the Qur'an to her children at home; 16 is 2

    men reading the Qur'an in a mosque. There is also a photo of the Qur'an in Holy Books fromPictorial Charts Educational Trust, ref. E727 and a poster of men reading the Quran in the NelsonPhotopack.

    5) Conclude the session with each group reporting back, sharing what they had discovered abouttheir picture and the rest of the class making comments and asking questions.

    USING PRAYER MATS(KS 1 OR 2)

    Muslims use mats at home, work or in the mosque so they have a clean place to perform their 5daily prayers (Salah) which involve kneeling with the forehead touching the ground. Most mats are a about 0.5m x 1m because that is the approximate space needed to pray;

    The arch design shows that it should be laid down in the correct direction for prayer, facing

    towards the Ka'ba in Makkah; Many mats have 2 buildings on them - the Ka'ba and Muhammad's mosque in Madinah.

    The pillars represent the 5 Pillars of Islam which are the duties all Muslims should follow.

    The fringes have no special significance.

    Green, blue and yellow are traditional Muslim colours.

    1) Show children 2 Islamic prayer mats. Ask them to describe them one at a time.

    2) Challenge them to find as many similarities as they can e.g. both are like carpets, both havepictures of buildings on them, both show a building with a dome and a tower, both show whatlooks like a big box, both have a fringe at either end, both have pictures of pillars on them.

    3) Ask them to describe the differences-one is velvety, the other is plain cotton; one is mainlygreen, the other is mainly blue etc.

    22

  • 8/8/2019 7 Teaching Islam in the Primary School

    23/34

    4) Challenge them-how many questions can you ask about these rugs? This can be used forassessment purposes - the questions asked help to indicate the extent of their understanding.

    5) One group of children could then be responsible for finding out the answers using referencebooks, interviews etc. and report back to the class. Conclude with 'Aren't Muslim boys and girlslucky to have so many things to remind them and help them live happy lives?

    23

  • 8/8/2019 7 Teaching Islam in the Primary School

    24/34

    RE Today CEM

    24

  • 8/8/2019 7 Teaching Islam in the Primary School

    25/34

    USING WUDU - WASHING BEFORE PRAYERS (KS 2)

    If possible Muslims always wash before prayer, emphasising physical cleanliness as well as thecleansing of the heart. Washing in Islam is not a symbolic act, an 'outward sign' of an inwardexperience. Washing is part of the process which prepares the Muslim for prayer: body, mind andspirit are one, not viewed as separate entities.

    The stages of wudu are:1) First recite 'Bismillah rahmanir rahim' (In the name of Allah the most Merciful, the most Kind)and wash both hands up to the wrists three times making sure the water reaches up between thefingers.2) A handful of water is put to the mouth and it is rinsed three times.3) Water is sniffed into the nostrils three times to clean them and the tip of the nose is washed.4) The face is washed three times from right ear to left ear and from forehead to throat.5) The right then the left arm are washed thoroughly from wrist to elbow three times.6) The wet palm is moved over the head from the top of the forehead to the back of the head.7) The ears are cleansed by passing the wet tips of the index fingers into the grooves and holes of

    both ears and passing the wet thumbs behind the ears.8) The wet back of the hands are passed over the nape of the neck.9) Starting with the right foot both feet are washed to the ankle making sure the water has coveredall the foot including between the toes.

    Learning Outcomes:

    Children will reflect on how physical actions affect how they feel.

    Children will understand how ritual can link the physical and the spiritual.

    Children will increase their understanding of Islam.

    Activities:

    1) Ask the children to prepare short dramas or illustrate cartoon strips on the followingsequences: getting ready for supper after playing outside; getting up and ready for school;getting ready for bed; getting ready to go and visit Grandma; getting ready to go out to a party.They will probably include washing in many if not all of the sequences.

    2) Discuss why washing is so often a part of getting ready. Cleansing is an important part of thisbut encourage the children to go beyond this. How does it feel to be clean? Does washing inthe morning help you wake up? Does washing for dinner help you calm down after theexcitement of games? Does a bath before bed help you relax? Does having a graze washedafter a fall help you to feel safer?

    3) Consider the practice of being required to wash their hands before touching precious objects at

    home; of washing hands before handling sacred texts such as the Qur'an and before touchingthe images or the gods in Hinduism.4) Tell children about Muslims preparing themselves for prayer by washing. You could take

    them through the wudu ceremony in mime or ask a Muslim to demonstrate. Conclude with'Aren't Muslim boys and girls lucky to have this to remind them and help them live happylives?'

    5) Brainstorm with the children lots of different things people might be thinking of before prayertime - e.g. a woman with a baby, a man in a shop, teenagers at school. Then ask what wouldthese people want to think about when they are praying?

    25

  • 8/8/2019 7 Teaching Islam in the Primary School

    26/34

    99 NAMES OF GOD (KS 2)

    Learning Outcomes:

    Children will reflect on some of the titles given to God.

    Children will understand that these are influenced by what people believe about God.

    Activities:

    1. Explore nicknames children may have and the various names/titles you are called (Mrs, Headetc.). Discuss nicknames and stage names for individuals or groups. What are these peopletrying to say about themselves or their stage personae?

    2. Show the children some Muslim prayer beads and that each bead represents a name for God.Explain that Muslim prayer beads are used to help concentration when praising God. Theytake each bead between their fingers and say 'God is Good. God is Great. God is one'.Muslims often carry prayer beads in their pockets or hang them in the car to use when theyhave time to spare. Islam traditionally has 99 Most Excellent Names of God e.g. theEnduring, the Creator, the Recorder, the Guide, the Destroyer, the Watcher, the Withholder,and the Loving. In the Qur'an Muslims are advised: 'Allah has the most Excellent Names.Call on Him by his names and keep away from those that pervert them.

    3. Use this to introduce some of the attributes given to God. Include the fact that Muslims usethe Arabic word Allah for God. Ask if they know other titles given to God (e.g. Father, Lord,King, Creator, Lord of Hosts, Shepherd) and what these mean.

    4. Ask how can God be called both a shepherd and a king. This introduces the concept ofmetaphor and figurative language, and the idea that God can't be fully described in humanlanguage, so that many names are used to express different aspects of Gods nature.

    5. Ask them to design symbols associated with these titles e.g. a crook to symbolise a shepherd, acrown to symbolise king, or food to symbolise the provider. Avoid drawing human figures asthis may cause offence.

    MESSENGER OF GOD (KS 2)

    Learning Outcomes:

    Children will understand that some people are honoured by titles in religious traditions. Children will reflect on the respect given to some people's names.

    Activities:1. Discuss the use of the words Saint and Holy. Discuss any Saints they know from church

    names and the stories of any local saints and people given titles e.g. 'Solomon the Wise'.2. Discuss why Christians call Jesus Christ (anointed or chosen one of God). Jesus is also

    called the Son' because of the relationship Christians believe he has with God; also 'GoodShepherd', 'Lord' and 'Saviour'. Some Christians bow their heads at the mention of his name.

    3. Discuss with the children that Muhammad (pbuh) is called the 'Holy Prophet' and also the'Messenger of God'. Muslims always say 'Peace Be Upon Him' when they say his name.What message did he bring? What message would children like to receive?

    4. Children could think of affectionate or praising titles in a light hearted fashion for friends andteachers e.g. James the Reader, Mary the Footballer, Mrs Smith the Wise One.

    26

  • 8/8/2019 7 Teaching Islam in the Primary School

    27/34

    RAMADAN

    Learning Outcomes:

    Children will reflect on the concepts of obedience to God and self-scrifice.

    Children will understand Muslim practices during Ramadan.

    Activities:1. Ask What time do you get up in the morning on a school day ? Is it different at weekends? Onholiday? Why?

    2. Would you get up at 4am for any reason? Brainstorm and write down 20 reasons for gettingup early (e.g. Go to a party; Do your homework; Water the plants; Go on holiday; CollectGrandma from the airport; Take someone to hospital; Pick mushrooms; See the sunrise; WatchTV; Have a bath; Feed the baby; Feed the cat; Pray to God; Service your car; Milk the cows;Go cycling; Help with lambing; Do your newspaper round; Go Fishing; Open your Christmasor Birthday presents; See a Badger set or bird watch)

    3. Ask how many would get up at 4am for each in turn and keep a record.4. Would you get up at 4am for a whole month for any of these reasons? Discuss why not.

    5. Introduce details about the Muslim calendar and Ramadan. Explain the Muslim practicesduring the month - rising early, washing, praying, pre-dawn meal, not eating or drinkingduring the hours of daylight; keeping morality; big family meal after sunset etc.

    6. Explain the reasons why Muslims do such things fpr example that obedience to the will ofAllah comes before ones own pleasures and desires resulting in a feeling of goodness and

    piety.7. Ask when have you overcome the wish to do things only for yourself? (e.g. Tidy the house, eat

    a meal, go to church, paint the front door)

    There are many stories you can use to explore the qualities of Muhammad. Here is one whichcould be compared with stories about St. Francis:

    MUHAMMAD AND THE CRYING CAMEL

    Muhammad was walking in the shade of the trees but he was still hot and thirsty. Suddenly, heheard the sound of a camel crying. Muhammad followed the sound and saw a thin camel standingin the full heat of the sun with no food to eat or water to drink.

    Muhammad looked around for the camel's owner. He was laughing and drinking with his Muslimfriends in a cool, shady spot nearby.

    Muhammad walked over to the camel and began stroking its nose. After a while, the camelstopped crying but it still panted with thirst.

    Why is this camel tied in the full sun with nothing to eat or drink? Muhammad shouted to thecamel owner. Look how thin and unhappy this camel is. Allah has given the camel to help us inour work, but in return we must look after it and give it food to eat and water to drink.

    The owner of the camel saw how thin and unhappy his camel was and felt ashamed. I have donewrong, he said. Muhammad has reminded me that the camel is one of God's creatures. I amsorry for what I have done.

    27

  • 8/8/2019 7 Teaching Islam in the Primary School

    28/34

    EIGHT STORIES ABOUT NASRUDIN

    These stories are told mostly for fun. Some Muslim teachers use them to show how the mindworks. His stories have been translated into many languages. Turkey has an annual festival at the

    place where they claim Nasruddin was born where they act out stories.

    It is believed that when Nasruddin was a boy in Isfahan, his school friends preferred to listen to

    him rather than to their teacher. The teacher couldnt stop him, so cast the following spell:From now on, however, wise you become, people will always laugh at you. From now, wheneverone Nasruddin tale is told, people will feel compelled to tell them until at least seven have beenrecited.

    FORGOTTEN HIMSELFNasruddin called at a castle to collect for charity.Tell your master, he said to the doorkeeper, that Nasruddin is here and asks for money.The man went into the building and then came out again.I'm afraid that my master is out, he said.Let me give you a message for him then,' said Nasruddin. Even though he has not contributed,

    he can have this advice, free. Next time he goes out, he should not leave his face at the window.Someone might steal it.

    EVEN FIRENasruddin tried to get his fire going but the embers would not produce a flame, no matter how hepuffed on them. Losing his temper, he shouted, I'll bring my wife if you don't light! He puffedharder. The charcoal glowed more strongly, so he snatched up his wife's hat and put it on, toincrease the effect. Suddenly, there was a flame. Nasruddin smiled and said Even fire is afraidof my wife.

    HIS NEED IS GREATER THAN MINEOne day Nasruddin brought home a cake of soap. His wife decided to wash his shirt. No sooner

    had she started to soap the shirt than a huge crow swooped down, snatched the soap and flew toperch on a branch nearby. She gave a furious cry. Nasruddin came running out of the house.What's happened, my dear?I was just going to wash your shirt when a huge crow came down and snatched the soap!

    Nasruddin was unruffled. Look at the colour of my shirt and look at the garment of that crow. Itis just as well he was able to get some soap, even at my expense.

    CREEPING UP ON HIMSELFThe night watchman saw Nasruddin prising open his bedroom window from the outside.What are you doing, Nasruddin, - locked out?Hush. They say I walk in my sleep. I am trying to surprise myself and find out.

    SOMETHING FELLNasruddins wife heard a tremendous thump and ran to his room.Nothing to worry about,said Nasruddin, it was only my cloak which fell to the ground.What, and made a noise like that?Yes, I was inside it at the time.

    28

  • 8/8/2019 7 Teaching Islam in the Primary School

    29/34

    THE FOOLA philosopher, having made an appointment to see Nasruddin, called at his house and found himaway from home. Angrily, he picked up a piece of chalk and wrote Stupid Oaf on Nasruddin'sgate. As soon as he got home and saw this, Nasruddin rushed round to his friend's house.I had forgotten,he said, that you were to come to my house. And I apologise for not being athome. Of course, I remembered the appointment as I saw that you had left your name on my

    gate.WHO AM I?After a long journey, Nasruddin came to Baghdad. This was the biggest place he had ever seen,and the crowds pouring through the streets confused him.I wonder how people manage to remember who they are in a place like this,he thought. I mustremember myself well, otherwise I might lose myself.He hurried to an inn. A man was sitting on his bed next to the one Nasruddin was allotted.

    Nasruddin thought he would have a nap, but thought he would have a problem of how toremember who he was when he woke up. He told the problem to his neighbour.That's easy,said the man, who was a bit of a joker. Here is a balloon. Tie it around your legand go to sleep. When you wake up, look for the man with the balloon and that will be you.

    Excellent idea,said Nasruddin, and went to sleep. He awoke later and looked for the balloon. Itwas tied to the leg of the joker.Yes, that must be me, he thought. Then, in a panic, he started pummelling the other man.Wake up! Something has gone wrong. Your idea was no good!The man woke up. What's the trouble?

    Nasruddin pointed to the balloon.I can tell by the balloon that you are me. But then - Who am I?

    TOO HEAVYNasruddin rode his little donkey to the vegetable bazaar. The market was bright with piles ofpurple egg-plants, green cabbages, and yellow melons. He enjoyed bargaining with farmers who

    were his good friends.Before he knew it Nasruddin had bought more than his wife had ordered. The vegetablesstretched the shopping bag. He put the heavy beets and melons in the bottom, the medium weightegg-plant and cabbage in the middle, and the tender herbs on top. He stooped under the weight ofhis bag as he staggered with it towards his donkey.For a minute he stood beside her, thinking. The donkey braced her small feet, expecting him toload the saddlebags as usual. Instead, he whispered into her long, twitching ears,How tiny you are!Then he climbed on to the donkey's back, holding the bag of vegetables out at arms length. Hesat, as he often did, facing backwards, to be polite to the friends he was leaving in the bazaar. Heclucked to the donkey and started jogging through the village towards home.He held the vegetables out stiffly at arms length first with one hand, then with the other, and thenwith both. He rode so awkwardly that women peered at him from behind their veils and boyslaughed heartily.Why are you carrying your bag like that? Why dont you put it in the saddlebag?asked a boy.Oh nosaid Nasruddin. These vegetables are heavy and my donkey is small. It would be toomuch of a load for her to carry the bag and me, too. So I carry the bag and she carries me.The boy started scratching his head and trying to understand, while Nasruddin rode on home,holding his heavy bag of vegetables out at arms length, feeling tired but happy that he was savinghis little donkey the extra burden.

    29

  • 8/8/2019 7 Teaching Islam in the Primary School

    30/34

    ISLAMIC DRESS

    Dress styles vary across the Islamic world according to climate and custom, but there areguidelines in the Qur'an - Muslims should cover their bodies decently. A man should cover atleast from navel to knees, and a woman should be covered from head to feet, leaving hands andface and clothing should not reveal her figure.

    The BurquThis garment covers the whole of the womans body, and is common in Pakistan. It consists of afull robe often attached to a head-piece with two holes for eyes or a lattice to look through.

    The Shalwar and KameezThe Kameez is a tunic worn over shalwar, which are loose trousers.They are commonly worn by both sexes in Pakistan, the men wearing

    plain cotton garments for everyday use, but sometimes embroideredkameez on special occasions. Women wear brightly coloured suitswhich are often ornately embroidered with sequins and shisha work(embroidery incorporating small pieces of mirror or other reflective material). A matching

    dupatta would also be worn.Dupatta or ChuniThis is a commonly seen head covering worn by Muslim women in England. It is a long, delicatescarf, often embroidered and fringed. Although many Muslim women no longer cover their faces,it would be automatic for a lady to slip the dupatta over her head before going out.

    GararaThese are trousers, worn with a kameez which flare from the knee. These garments are oftenworn at weddings and are beautifully decorated and embroidered.

    VasketThis is a childs garment made of richly coloured velvet or felt with embroidery and shisha work.

    Children are often given a new vasket for Eid.

    DjibbaThis is the traditional cotton dress of Arab men, worn in the hot summer. Thedjellaba, made of thicker fabric (such as goat hair), is worn during the winter.

    ChuppalsMen and women both wear this type of open footwear. They are beautifully madefrom leather and are decorated with embroidery.

    TopiThis is a small skull cap worn in the mosque as a mark of respect to Allah during prayer.

    ChadharThis is a special chuni worn by Muslim women when in prayer. It is larger than a chuni, coveringthe head, arms and hips.

    Baranda or ParandaThis is a decorative hair braid used to add length to a womans plait.

    SariThe sari is worn by Muslim women in Bangladesh and by some in Pakistan. The cloth is wrappedaround and pleated into the waist, and the remainder arranged over the shoulder.

    30

  • 8/8/2019 7 Teaching Islam in the Primary School

    31/34

    ISLAMIC ART

    Islamic works of art and design are all made to the glory of Allah, whether for use in the home ormosque. Islamic decoration has 3 main elements which are often combined in the decoration ofone object:calligraphy in Arabic script (being the language of the Quran it has special significance);

    arabesques, scrollwork, and other floral or plant-like designs;geometrical designs using a regular division of the circle in many different ways.

    The geometry of Islamic patterns represent universal, harmonious laws that express the unitywithin diversity of the world and symbolise the Islamic principles of Tawhid (the unity of allthings) and Mizan (order and balance) which are the laws of creation in Islam.

    Depiction of living things (especially people) is blasphemous because it rivals the creativity ofAllah though in some non-religious settings it may be used.

    Repetition and variation are important aspects of Islamic design. A series of tiles may consist of 1or 2 shapes but the patterns may all be different. Symmetry is very important.

    The patterns are symbolic. They all develop within the circle which is a symbol of unity. Thecircle is also a symbol of heaven, representing the arch of the sky.

    The compass is regarded as a sacred tool because it is used to draw circles and is symbolic of therotations of the planets in the heavens.

    UNIT OF WORK ON 5 PILLARS OF ISLAM FOR KS2

    31

  • 8/8/2019 7 Teaching Islam in the Primary School

    32/34

    When selecting content for this unit of work both AT1 - Learning about Religions & AT2 - Learningfrom Religion should be covered equally.

    Task/Activity Learning Outcomes

    Week 1:Introduction to Islam: Show a board game, dont explain the rules & ask for volunteers to play

    it. When they cant - discuss the need for rules-in school, on the road,etc. Explain that many people try to follow guidance on how to make themost of life. Recap on the rules Christians try to follow. Today we aregoing to learn what guides a Muslim in their life.

    Show a pictorial representation of the five pillars of Islam. Explain thateach pillar represents an aspect of Muslim worship & each supports thetemple of faith. The pillars suggest a way of living that is effectedboth daily & in a person's lifetime. Emphasis the sense of community

    created by large numbers of people sharing beliefs & ideals.

    Each child could create, in the style of the pillars of Islam, their ownpicture containing 5 things that are important or support their lives or5 things they would like to achieve in their lifetime. On each pillar theywrite a few words about the 5 pillars or 5 ambitions of their life -putting their name on the supported plinth. The activity shouldillustrate the importance of the 5 pillars to Muslims.

    Children will:

    learn a basic Muslimvocabulary & becomefamiliar with the fivepillars of Islam.

    reflect on the thingson which they depend.

    begin to think aboutthe communityaspects of Islam &

    how Islam affectsMuslim's lives.

    Task/Activity Learning Outcomes

    Week 2: Shahadah - faith: In groups children to discuss & decide on a definition of faith e.g. trust;

    total confidence in something.

    Discuss some of these as a whole class then return to groups to discussthings they have faith in. Personal & shared faiths should surface e.g.that all the children will be allowed home at the end of school!

    Remind the class that in Islam Shahadah means faith & it is adeclaration that there is no God but Allah. Explain that Muslims have

    faith in Allah as God & Muhammad as his final prophet. Remind the classof the life story of Muhammad if covered at KS 1 or tell it if notpreviously covered.

    In groups discuss the role played by Muhammad in Islamic faith. Wholeclass discussion of the qualities that might inspire faith.

    Decide which qualities you would choose in a person you wanted to follow.

    Each child to draw a picture, or write a description, of this imaginaryperson, listing their good qualities as a border.

    Children will:

    gain an understandingof Shahadah.

    reflect on their ownfaith or lack of faith, &the importance of faithboth in religion & ineveryday life.

    have basic knowledge of

    Muhammads life.

    understand what ismeant by the wordprophet.

    be encouraged to thinkabout qualities whichinspire faith.

    Task/Activity Learning Outcomes

    Week 3: Salah - prayer: Children will:

    32

  • 8/8/2019 7 Teaching Islam in the Primary School

    33/34

    Remind the class that Salah means prayer & explain that Muslims try topray 5x each day, at set times & in a set way.

    Ask why they think Muslims pray at a set time & why 5x. Prayer is a wayto remember the presence of God;by praying at set times Muslims cannever forget the importance of God. Prayer is a refreshing stream intowhich we dip 5x a day.

    Ask the children to imagine a daily duty like this & the effect it wouldhave on their lives. In pairs discuss how many advantages &disadvantages of praying they can think of then discuss as whole class.Remind them that many people pray.

    Listen to a tape of a range of common sounds (fire engine etc) then tothe Muslim call to prayer (on Gift to A Child tape) & ask what the wordsmight mean, bearing in mind what has already been learned.

    As a class look at a translation & discuss the content. Compare it toChristian prayers.

    In groups create their call to assembly. Test the calls in the playground& see which are the most effective.

    have understanding ofSalah & of why peoplepray.

    know details & times ofMuslim prayers.

    consider advantages &disadvantages of dailyprayer.

    have heard a Muslimcall to prayer & read atranslation.

    have experimented tosee how differentsounds carry.

    Task/Activity Learning Outcomes

    Week 4: Zakah - charity: Remind the class that Zakah means charity & explain that Muslims give

    Zakah of 2% of any money received. (Not including money needed foressentials like food & clothes.)

    The money collected goes to help other Muslims; repairs for hospitalsetc. Zakah is an offering to Allah & a duty willingly undertaken. They

    give gifts to others as Allah has given gifts to them. In some places,Zakah is part of the law.

    Muslims should practice charity every day, helping others in any way theycan-giving a smile, time etc.

    In groups discuss Is it a good idea? Should it be obligatory orvoluntary? Each group to report back to class.

    Introduce a voucher scheme whereby each child receives a free hourvoucher for the end of the school day. Before the end of the day offerto exchange each voucher for a 10p donation to charity. Each child

    decides whether to cash in their voucher. If they keep the voucher theyget hour free class time, if they hand it in the charity receives 10p &they could do a special science lesson e.g. taste testing chocolate.

    Next day whole class discussion about the activity: what did they feelwhen told about the vouchers? Did they feel they had a choice? Werethey disappointed that something that was theirs was taken away? Whathelp did the charity donation do? What did they feel during the sciencelesson? Relate the activity to Muslims & Zakah.

    Children will:

    have knowledge ofZakah.

    have thought aboutcharity & come to someconclusions.

    know some of theimplications of givingmoney to charity.

    have had a personalexperience of a processsimilar to Zakah.

    have been introducedto, & recognise, a moraldilemma.

    33

  • 8/8/2019 7 Teaching Islam in the Primary School

    34/34

    Task/Activity Learning Outcomes

    Week 5: Sawm - fasting: Explain that the Muslim calendar is based on movements of the moon;

    that the months have special names & that this pillar is based around themonth of Ramadan.

    Fit & healthy Muslims (aged over 12) dont eat between sunrise & sunsetduring Ramadan. Discuss how long that is without food. Explain thatbecause of the lunar calendar, Ramadan is at different times each year.What are the longest & shortest times of fasting?

    Explain that the point of Ramadan is: 1) to show sacrifice to Allah; 2) toidentify with the starving; 3) as a reminder of responsibility to helpothers; & 4) to learn self discipline.

    Discuss what people don't choose to go without (houses, education, healthcare, playgrounds, & clothes).

    Discuss what we can choose to go without & what we do with the thingswe choose to go without, however small.

    Children will:

    know about Ramadan;when it takes place; &for how long.

    know of some sacrificespeople are willing tomake for religion & inlife generally.

    know the reasons forSawm.

    Task/Activity Learning Outcomes

    Week 6: Hajj - pilgrimage: Remind the class that Hajj is pilgrimage to Makkah.

    All the pillars require a breaking-off from normal life, but Hajj is acomplete suspension of normal activities.

    Divide the class into four investigation groups.

    Group 1 investigates the Hajj journey; route/time taken/support forfamily at home/costs/accommodation/etc.

    Group 2 invest