What Muslims Believe

WHAT MUSLIMS BELIEVE KEY STAGE 2

NATIONAL “I CAN” ATTAINMENT STRANDS AT1 (A) BELIEFS TEACHINGS AND AT2 (C) VALUES AND COMMITMENTS “I CAN” FOR PILGRIMAGE SOURCES LEVEL3: Link things that are important to STATEMENTS AT1 (A) BELIEFS TEACHINGS LEVEL3: Describe what a believer me and other people with the way AND SOURCES might learn from a religious I think and behave. story. LEVEL4: Ask questions about the moral AT2 (C) VALUES AND LEVEL4: make links between the commitments I and other people COMMITMENTS beliefs (teachings, sources etc.) make and suggest what might of different religious groups and happen as a result of different show how they are connected decisions, including those made to believers’ lives. with reference to religious LEVEL5: Suggest reasons for the beliefs/values similar and different beliefs which Level 5: Ask questions about things that people hold, and explain how religious are important to me and to other people sources are used to provide answers and suggest answers that relate to my to important questions about life and own and others lives. morality. WHAT MUSLIMS BELIEVE KEY STAGE 2

I CAN COMMENT ON ANY SPECIFIC AT1 (A) BELIEFS TEACHINGS AND AT2 (C) VALUES AND COMMITMENTS STATEMEN ASSESSMET ACTIVITY SOURCES LEVEL3: Choose one of the 5 pillars, TFOR THIS COMPLETED LEVEL3: Describe what the 5 pillars say why a Muslim will observe it SDBE UNIT of Islam stand for. and make comparisons with LEVEL4: Draw some comparisons own religious or non religious between the 5 pillars of Islam values and commitments. and Christian beliefs and LEVEL4: Express own ideas and give teachings. examples about the value of LEVEL 5: Give a detailed having specific religious explanation of one pillar referring to commitments such as the 5 its source, and how and why pillars of Islam. Muslims observe it. LEVEL 5: Ask Christian and Muslim believers questions about their CLASS faith commitments and say ATTAINMENT NUMBERS OF PUPILS WORKING what I can have learn from them (Please attach AT LEVELS COMMENT ON PUPILS ABOVE AND for my own life. work sample, BELOW EXPECTED LEVEL COMMENT FOR NEXT STEPS … photo, oral response sheet as appropriate)

LEARNING OBJECTIVES ACTIVITIES RESOURCES

Lesson http://stschool.eduweb.co.uk/carolrb/islam 1 To understand about unity & diversity Discuss what pupils understand about (Link with KS2 units Faith in Action and unity & diversity in society. In 2 columns Pilgrimmage) AT 1 To know that Muslims belong to a world fill in: What unites the community/world? Holy Places Makkah and other Islamic Holy wide family who all read the Qur’an, say What divides the community/world? places Big Book the same prayers & follow the teachings Discuss what makes for unity and peace. ISBN 0-431-15524-0 Heinmann of Allah On 5 columns (pillars) write the 5 Muslim Glossary in Islam within RE (SDBE) To know the 5 beliefs of Islam that are beliefs. Draw a roof over them to explain Teaching RE Islam 5-11 CEM basic duties for all Muslims. how Muslims see their faith as a temple Exploring Islam CEM for Allah  Shahadah (declaration of faith) AT2 To discuss aspects of pupils’ own  Salah (prayer 5 times daily) religious or non religious way of life.  Zakah (giving to the poor) Reflect on the symbolism of pillars  Sawm (fasting in Ramadan) WHAT MUSLIMS BELIEVE KEY STAGE 2

holding up structure.  Hajj (pilgrimage to Makkah) Draw similarities and comparisons with the 5 pillars of Islam.

Lesson To know what commitment and Pupils could share things they are Islam within RE (SDBE) 2 faithfulness mean to a religious person committed to & why. Discuss what Pathways of Belief Islam BBC (prog 1) AT2 and in pupils’ own lives. promises are made & easily broken & others that remain for life. Read the Refer to unit ‘The Muslim way of Life’ for work AT1 To know that the shahadah is the Muslim shahadah. Know it is part of the Adhan, on the Prophet Muhammad. declaration of belief & how it is worked call to prayer & spoken 5 times a day Shahadah: ‘I bear witness that there is no out in practice from mosque minarets. Tell the story of god but Allah & that Muhammad is his Ibrahim smashing the idols. Muslims prophet’ believe they should emulate the perfect virtues of Allah. Select 5 attributes they Story of Ibrahim (Information sheet) could aspire to from the 99 Names of Allah. 99 Beautiful Names of Allah (SDBE) WHAT MUSLIMS BELIEVE KEY STAGE 2

Lesson Hear the story of Bilal & the call to prayer. Islam within RE (SDBE) 3 To know how the five beliefs of Islam are Discuss where Muslims pray. Use a Pathways of Belief Islam (prog 2) AT1 all part of prayer and worship compass to find the direction of Makkah. If possible ask a Muslim to demonstrate Prayer mat, compass, world map. AT1 To know how Muslims prepare for prayer wudu (ritual washing). Look at a prayer mat Vocabulary: salah, wudu, qiblah, Makkah & discuss its use and patterns. Learn that Islam by Alan Brine Themes in Religion AT1 To understand that salah is the daily Friday is the special day of prayer for Pub Longman ISBN 0 582 02967 8 practice of prayer for Muslims & that it Muslims. In groups design a sacred place (teacher resource) helps them to draw nearer to Allah where you could be quiet to think or pray.

Lesson How would you feel if you were desperate Zakah is compulsory. Muslims give 2½% of 4 To know that it is an obligation for a for help? Discuss the principle of giving their wealth after necessary expenditure AT1 Muslim to give to charity. zakah before Id so that all Muslims can celebrate. How does giving benefit the To appreciate the importance of the spirit giver & receiver? How does zakah differ of giving zakah from collecting for Children In Need or Red AT2 Nose Day? What would be your reasons for giving to charity? Divide the class into 4 groups & prepare persuasive arguments for a charity. Present to class. Lesson 5 To know that Ramadan is a time to think Talk about what it means to be really about Allah by fasting, praying and hungry. Cite examples from situations in Ramadan information sheet. AT1 reading the Qur’an the world of famine. If given £5 what essentials would you buy for a starving Islam within RE (SDBE) To appreciate the value of self discipline child? Consider the spirit in which AT2 and obedience Ramadan should be kept & the difficulty of The Story of Muhammad & the bad self discipline. Tel the story of Muhammad tempered woman (Information sheet) To know that Muslims celebrate Id ul Fitr & the bad tempered woman. AT2 at the end of the month of Ramadan Find out how Muslims celebrate Id ul Fitr. Make Id cards include ‘Id Mubarak’. WHAT MUSLIMS BELIEVE KEY STAGE 2

Lesson To know that Hajj is the pilgrimage to Refer lesson 3 to find where Makkah is. World map/globe 6 Makkah that is an obligation for all Find Arabia on a map. Make imaginary Hajj Teaching RE Islam CEM Muslims & is prescribed in the Qur’an diaries recording the sequence of the hajj Hajj resource pack – Lewisham RE Centre AT1 on a map. Talk about the symbolism of Hajj stories (information sheet) To know some of the rituals of Hajj & that ihram. Read the stories that give rise to Video: Islam through the eyes of a Muslim Id ul Adha is celebrated as part of Hajj Hajj. Discuss the feelings of Ibrahim and child (CEM) AT1 Isma’il during and after the events. Talk Festivals by Khadijah Knight Pub about times when disobedience is difficult Heinemann ISBN 0 431 06951 4 at home or at school. Think of the meaning of the word sacrifice & if it just applies to religion. AT1 LEVEL3: Describe what the 5 pillars of Get pupils to review their learning about Islam stand for. what it means to be a practicing Muslim LEVEL4: Draw some comparisons and set assessment activities to assess between the 5 pillars of Islam their understanding of Islam and what they and Christian beliefs and have learnt from it. teachings. LEVEL 5: Give a detailed explanation of one pillar referring to its source, and how and why Muslims observe it.

AT2 LEVEL3: Choose one of the 5 pillars, say why a Muslim will observe it and make comparisons with own religious or non religious values and commitments. LEVEL4: Express own ideas and give examples about the value of having specific religious commitments such as the 5 pillars of Islam. LEVEL 5: Ask Christian and Muslim believers questions about their faith commitments and say what I can have learn from them for my own life. WHAT MUSLIMS BELIEVE KEY STAGE 2

IBRAHIM AND THE WORSHIPPERS OF IDOLS

Ibrahim first lived in Ur in the valley of the Euphrates River. His people worshipped the nature gods such as the sun and moon as well as idols they had made themselves. When he was young, Ibrahim felt that he had to decide which was the true God to worship. One clear night when the stars shone in the sky and he was alone, he looked up and saw a very bright star. ‘That star is the greatest in the sky so it must be the God to worship’. As soon as he had the thought the star faded and the moon rose. ‘That star cannot be God,’ he said to himself. Then he saw the silvery light of the moon that brought the light down to earth and drove away some of the darkness. So now he thought ‘The moon must be my God’. But as the night wore on the sun rose & the moon vanished. He thought again, ‘The sun, which is the biggest and hottest thing in the sky must be God’. He continued to think throughout the day until the sun set and the stars returned. It was then that he realised that God must be a greater than the stars, the moon and the sun, indeed he must be the creator of everything. He would not fade or disappear but would always be the same. Now all he had to do was to tell his family and the rest of his people that they should stop worshipping their images and idols and worship God alone. However the people laughed at him when he tried to tell them that their idols had no power to provide food and water for them.

One day when the people were going about their daily business, Ibrahim went to the place where all the idols were kept. He broke them into pieces. The clay idols he smashed to the ground, the wooden ones he split into pieces and the stone idols he hammered into fragments. He left just one idol standing and unbroken and that was the biggest and fiercest looking one in the temple. When the people found their idols smashed and broken they remembered what Ibrahim had said and immediately thought he must be to blame. They went and accused him – ‘Did you do this terrible thing?’ Who me? Not at all, it was that fierce looking god in the temple. Why don’t you ask him instead?’ The people replied, ‘You are talking nonsense Ibrahim, that is just an idol made of stone, you know it can’t speak. You know it has no power to create or destroy anything.’ Ibrahim said ‘Yes I know that, but if you know that as well as me, then why do you worship such things? Why don’t you worship the one God who created the world and has power over everything?’

Many people were angry at Ibrahim but others were ashamed by Ibrahim’s reply and thought he was right.

(This story is in the Qur’an. Surahs 6:77f, 26:70-82, 37:66-69,29:16f)

THE STORY OF MUHAMMAD & THE BAD TEMPERED WOMAN

RAMADAN INFORMATION

 The Qur’an, Surah 2:183-188 is about Ramadan.  Ramadan is the ninth month of the Muslim year when Muslims remember that Allah revealed the Qur’an to Muhammad.  The Qur’an is divided into 30, portions. The whole Qur’an is read in the mosque each evening of the month of Ramadan. WHAT MUSLIMS BELIEVE KEY STAGE 2

 The 27th night of Ramadan is called Laylat-ul-Qadr, the Night of Power, when the Qur’an was revealed.  Some Muslims pray all night in the mosque  Allah has commanded fasting during Ramadan  The self discipline of fasting shows love for Allah & obedience to the Qur’an. It is not a penance but a joyful duty.  After dark they thank Allah for strength for a successful fast. They have a snack of water, dates and fruit.  After sunset prayers the main meal is eaten.  Id-ul-Fitr is the joyful festival of breaking the fast and is celebrated at the end of Ramadan on the first day of the month of Shawal.  Presents and cards are given with the greeting ‘Id Mubarak’ (blessings of the festival). New clothes are worn  Families and friends celebrate together.  Zakat-ul-Fitr is the money given to charity to help everyone celebrate Id.

Information about pupils’ fasting during Ramadan can be found in Islam within RE for Key Stages 1 and 2 (SDBE).

STORIES LINKED TO HAJJ

ADAM AND EVE

According to the Islamic version of the story of Adam and Eve, after they were expelled from heaven they were sent to different places on the earth. They finally met on the Plains of Arafat and the Mount of Mercy, where God forgave them. The Qur’an says that Adam built the first house of worship at Makkah. After his death the house was destroyed by the Flood and left in ruins. An Islamic legend says that when Adam was cast down to earth, a stone also fell from heaven and this stone was built into the Kab’ah.

IBRAHIM AND ISMA’IL

As in the Biblical version of the story Sarah was childless and gave permission for Ibrahim to take her slave girl, Hagar, as his second wife. She had a son Isma’il. The Islamic version is then as follows: God told Ibrahim to separate from Hagar and her son Isma’il. God told Ibrahim he wanted to test him and that he should take Hagar and Isma’il to Makkah and leave them there. God would look after them. Ibrahim obeyed God and left his wife and son with a few dates and a small amount of water. Fearing that they would die of thirst, Hagar ran between the tops of the two hills of Safa and Marwah looking for water, but to no avail. Suddenly an angel called her and pointed to a spring where Isma’il had been kicking the sand with his foot. She called out ‘Zam! Zam!’ meaning ‘Stop! Stop! Hence the name of the well, Zamzam.Years later in a dream Ibrahim promised God he would sacrifice his most precious possession to God. He immediately thought of his camels. In a second dream Ibrahim realised he hadn’t sacrificed his most precious possession & in his dream he saw himself sacrificing his only son Isma’il. Ibrahim loved him very much and travelled to find him. He told Isma’il the dream who told WHAT MUSLIMS BELIEVE KEY STAGE 2 his father to do what he had to do. They went to Mina where the sacrifice was to take place. On the way the devil appeared in human form and tried to tempt Ibrahim to change his mind. Both Ibrahim and Isma’il ignored the devil and drove him away by throwing stones at him. Isma’il lay on the altar & Ibrahim was about to kill him when God spoke and stopped him. Ibrahim’s reward would be that his other wife Sarah would give birth to a son, Isaac. The traditional place of sacrifice was Mina where sacrifices are performed during Hajj.

Ibrahim went back to Sarah and years later Isma’il and his father were reunited in Makkah where they built the Ka’bah. God showed them where to begin digging the foundations and they found the ruin of Adam’s house of worship. They built the square walled sanctuary and placed at its eastern corner a bright stone from heaven. Over the years it has blackened and is now known as the Black Stone. When the Ka’bah was finished they prayed to God and walked round it seven times in imitation of the angels who, it is said, constantly circle the throne of God.