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Developments in Islamic Thought (H573/04) Version 1 Qualification Accredited AS and A LEVEL Curriculum Planner RELIGIOUS STUDIES H173, H573 For first teaching in 2016 Developments in Islamic Thought (H573/04) Version 1 www.ocr.org.uk/religiousstudies AS and A Level Religious Studies Curriculum Planner AS and A LEVEL RELIGIOUS STUDIES Developments in Islamic thought This curriculum plan is intended to provide support and guidance for teachers delivering The following curriculum plan suggests one possible order of teaching, but this is by no Component 04 of OCR’s AS and A Level in Religious Studies; Developments in Islamic means the only way this material can be taught. It is important to note that this is only a thought. It aims to address the content of this component in a way which makes it proposed way through teaching the A Level. It isn’t the intention to suggest that centres manageable for teachers and students, and provides details of useful resources, scholarly must follow this plan in order to be successful. This plan is intended to illustrate one way views, academic approaches and sources of wisdom and authority. to deliver this component over a two year course. There are many possible approaches and centres are encouraged to reflect on good practice and develop their year plans and The purpose of this course plan is to demonstrate how the specification might be translated schemes of work in light of previous successful approaches, the resources available to them into a teaching scheme. One of the first things which teachers are required to do with a new and of course their students’ academic needs and abilities. Introduction specification is to work out how much time to allocate to each part of the specification and to ensure that full specification coverage can be taught in a set time frame, given timetabling constraints. Whilst OCR’s A Level in Religious Studies does not have stated ‘Guided Learning Hours’ in the specification, the generally recommended time for the study of an A Level is 360 hours across two years. We recognise that in reality some of these hours are lost to revision, Please note: This curriculum planner should be used in conjunction with the mock exams, school events etc., and so we have designed this planner based on each of the specification. The curriculum planner includes timings for each topic and some three components of the A Level being taught in 100 hours overall (50 for the AS Level). This suggestions for teaching and learning activities. The assessment is based on is in no way prescriptive or definitive; it is just one suggestion of how a teacher may plan the the specification and students must study all the content and key knowledge course. set out in the specification. They should also have the opportunity to discuss issues relating to the content, including those listed in the specification. This planner is intended to ‘unpack’ the specification content only. Teachers should build in revision, recap and assessment preparation as they deem necessary according to their context and learners. The weighting of hours allocated to content may also fluctuate from teacher to teacher and context to context, depending on the strengths of the teacher and their students. Please do adapt the amount of hours assigned to the various elements of material to suit both your needs and those of your learners. The material for linear A Levels can be taught in a wide variety of ways, and how teachers approach this material will differ. If you are teaching a mixture of AS and A Level students in one class you will need to co-teach the two courses. Therefore you would be advised to teach the AS and A Level common content (indicated in this document by * next to the topics) in the first year, before moving onto the A Level only content in the second. If you are not entering students for the AS Level, you are free to arrange the material as you wish. You may wish to complete the course one component at a time, or run them in parallel across the two years. 2 © OCR 2017 AS and A Level Religious Studies Curriculum Planner Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority Prophecy and The Muslim view 4 Outline the different forms of revelation (wahy): Wheeler, B. (2002) Prophets in the Quran: An Introduction Revelation* of prophecy - direct revelation in the form of a revealed text as in the Qur’an to the Quran and Muslim Exegesis, Continuum, pages (nubuwwa) and to Muhammad, Gospels (Injeel) to Jesus, Torah (Tawrah) to 83–109, 173–198, 297–319, 321–335 revelation (wahy) Moses, Psalms (Zabur) to David Al-Azami, M. M. ‘The Islamic view of the Quran’ in Nasr, - inspiration revealed through the sayings and actions of S.H. (ed) (2015) The Study Quran: A New Translation and Muhammad (the Hadith and Sunnah) and earlier Prophets Commentary, HarperCollins - circumstances, such as through Angel Gabriel (Jibril), in Waines, D. (2003) An Introduction to Islam 2nd ed. dramatic moments, meditation, dreams. Cambridge. Pages 7-32 Learners might put together a timeline of the main events in Winter, T. ed. (2008) The Cambridge Companion to the 23 years of Qur’anic revelation to consider the context and Classical Islamic Theology. Cambridge. Pages 19-32 progressive nature of revealed text, manifested in messages provided for specific circumstances and sometimes abrogated BBC Radio, In Our Time, Prophecy – particularly from 15 by later revelations); and in the characteristics of the Meccan and mins onwards (about Prophecy and Islam) Madinan surahs of the Qur’an. http://www.bbc.co.uk/programmes/b02qncqn Introduce the differences between a prophet (nabi) and a messenger (rasul) and other people who may provide examples and leadership but do not have such status. Learners research and report back the ways in which the Qur’an and Hadith may be used by Muslims, categorising into use in Curriculum planner Curriculum various aspects of worship and devotion, special occasions, and for guidance. Opportunity for group discussion about how text can be revelation throughout all time when revealed in a context: raise issues of interpretation. Discuss where Islam sits with regard to empirical truth and rational thought on the basis of revelation. 3 © OCR 2017 AS and A Level Religious Studies Curriculum Planner Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority Prophecy and Key prophets of the 4 Opportunity for group work research and presentation, taking Lings, M. (1988) Muhammad: His life based on the Revelation* Abrahamic tradition: one Prophet each and feeding back. earliest sources, Unwin, Chapters 6 and 15 o Ibrahim - Each should consider the role of the Prophet at the time and Wheeler, B. (2002) Prophets in the Quran: An (Abraham) how they both confirmed the religious practices of the time Introduction to the Quran and Muslim Exegesis, o Musa (Moses) as well as challenged the perceived corruption and idolatry of Continuum, pages 83–109, 173–198, 297–319, o Isa (Jesus) the times. 321–335 o The Prophet - Learners should compare and contrast the views of Christian, Muhammad (pbuh) Jewish and Muslim interpretations of each Prophet. - Examples of moral guidance and inspiration as well as details about how each Prophet carried the message of revelation. - The commemoration of the contribution of each: o Ibrahim (Abraham) in Hajj o Musa (Moses) in Ashura o Isa (Jesus) and others in Miraj o Muhammad and the revelation of the Qur’an in Ramadan. The relationship between the Islamic religious tradition and earlier Abrahamic faiths may be debated: similarities and differences, and aspects of pagan practice in Arabia accepted and Curriculum planner Curriculum rejected by the Prophet. Discussion of the concept of Muhammad as ‘the seal of the prophets’ (khatam al-nabiyyin) and the Qur’an as the final revelation to humanity: how a perfect model can be applied to imperfect humanity in new circumstances over time, what boundaries of interpretation might be applied. 4 © OCR 2017 AS and A Level Religious Studies Curriculum Planner Approximate Suggested resources, scholarly views, academic Topic Content Point Suggested Teaching and Learning Hours of teaching approaches and sources of wisdom and authority Tradition* Hadith and Sira 4 A starter exercise: learners identify issues concerning Hadith and Introduction forum: as sources for the Sira from the online forum. What problems are there in sources for https://www.religiousforums.com/threads/how- life of the Prophet the life of Muhammad? What primary sources are there? important-is-the-sira.82770/ Muhammad Create a table to compare and contrast the Hadith and Shadithira, http://islam.uga.edu/primsourcisl.html in terms of content, reliability and use by Muslims. Waines, D. (2003) An Introduction to Islam 2nd ed. The following sources may be used in the creation of the table: Cambridge. Pages 33-59 Sahih al-Bukhari (Chapter 1) and Sira Ibn Hisham on the event of Brown, J.A.C. (2009) Hadith: Muhammad’s Legacy in the the first revelation to the Prophet Muhammad. Include details Medieval and Modern World, Oneworld, Chapters 2, 3 about how the Hadith were passed down to major collectors and 9 such as Bukhari and how reliability might be viewed differently by Muslims and modern historical researchers. Selections from Asad, M. (1935 plus several later Research and prepare different position statements for debate reprints) Sahih al-Bukhari: Being the true account of the and discussion: sayings and doings of the Prophet Muhammad, Arafat Publications - To many Sufis, celebration of the birthday of Muhammad is a compulsory Eid festival.
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