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Sandwell SACRE RE Support Materials 2018

Unit 1.8 Beginning to learn about .

Muslims and in Sandwell

Year 1 or 2

Sandwell SACRE Support for RE

Beginning to learn from Islam : Mosques in Sandwell 1 Sandwell SACRE RE Support Materials 2018

Beginning to Learn about Islam: What can we find out? GROUP 1 or 2

ABOUT THIS UNIT: Islam is a major in Sandwell, the UK and globally. It is a requirement of the Sandwell RE syllabus that pupils learn about Islam throughout their primary , as well as about and other . This unit might form part of a wider curriculum theme on the local environment, or special places, or ‘where we live together’. It is very valuable for children to experience a school trip to a , or another sacred building. But there is also much value in the virtual and pictorial encounter with a mosque that teachers can provide. This unit looks simply at Mosques and worship in Muslim life and in celebrations and festivals. Local connections are important too.

Estimated time for this unit: 6 short sessions and 1 longer session if a visit to a mosque takes place.

Where this unit fits in: Through this unit of work many children who are not will do some of their first learning about the Islamic faith. They should learn that it is a local religion in Sandwell and matters to people they live near to. Other children who are Muslims may find learning from their own religion is affirming of their identity, and opens up channels between home and school that hep them to learn. This is the second unit on Islam in the syllabus and it makes an important starting point for further learning throughout the primary school, as children find out about mosques, the Qur’an and Muslim worship.

KEY STRANDS ADDRESSED BY THIS UNIT  Beliefs and practices,  Questions of belonging and identity.

ATTITUDES FOCUS:  Respect for all: noticing and being ready to value difference and diversity for the common good  Self-awareness: feeling confident about their own beliefs and identity and sharing them without fear of embarrassment or ridicule.  Curiosity and enquiry: being willing to ask questions and take a wide interest in the world around them. Background information for the teacher The unit picks up some key areas for learning from Islam, and connects them to the children’s own ideas and experiences. Teach about the Mosque, and worship and the festival of Eid Al Fitr. The word ‘Islam’ means submission or peace. was born in the city of Makkah in 570 CE (, the same as BC/AD ). Muhammad is not seen as the founder of Islam but rather as the final , the first of whom was . There are many other mentioned in the Qur’an including Ibrahim (), Musa () and Isa (). Prophet Muhammad is known as the ‘seal of the prophets’. Muhammad was a trader happily married to his wife, Khadija. At the age of 40 he began experiencing a series of from . These revelations were delivered by the Jibril or over a number of years and form the sacred text of the Qur’an. The Quranic text was written down, during the life of the Prophet, although it was compiled as one volume only after his death. The words are regarded as a direct transmission from God Himself. is the name for God The Qur’an was revealed to the Prophet Muhammad over a 23-year period. Muslims show their love and obedience to God by being obedient to the words in the Qur’an and living as closely as possible to the way the Prophet lived. The Qur’an gives guidance on a range of topics about everyday life, ethical, spiritual, social and moral issues. It is treated with reverence, being handled carefully, and ideally read on a daily basis. Children will often learn to read Arabic and recite the Qur’an at an early age. Recitation is important to Muslims: the words of the have a power when spoken that doesn’t go with them being read.

Beginning to learn from Islam : Mosques in Sandwell 2 Sandwell SACRE RE Support Materials 2018

The Shahadah (The declaration of faith) ‘There is no god but the One God and Muhammad is the Messenger of God.’ in the oneness of God is the foundation of Islam. The words of the Shahadah form part of the words of the , which are the first words whispered into the ear of a newborn baby and are also the last words a Muslim will hope to hear before s/he dies. (Prayer) The ritual (salah – also referred to as namaz), are offered five times a day. All Muslims are required to pray from the age of about 12. Prayer enables one to develop a closer relationship with God. Prayers are said at specific times of day, (once early in the morning, once in the night and the others dispersed through the day) , the times will alter slightly depending on the time of year. At the mosque, Muslims pray in rows behind the , the leader of congregational prayers.. Prayer can be carried out anywhere that is clean. Often a prayer mat is used to pray on, but as long as a space is clean it is not essential to use one. Muslims will have to have made Wudhu (ablution), before they pray, so access to water is useful. Muslims face Makkah (towards South East in the UK) when they pray. A mosque is a ‘place to bow down’, but Muslims canpray anywhere that is clean. Id-ul-Fitr celebrates the end of the fast of . This is a time to ask for forgiveness, thank God for everything He has blessed one with and share in congregational prayers. Special food is prepared and shared with family and friends. Presents are given and new clothes are often bought. This is also a time when Muslims will visit the cemetery and remember dead family and friends.

Prior learning Vocabulary Resources It is helpful if In this unit, pupils Resources pupils have: will have an Jigsaw of mosque (from Religion in Evidence, TTS)  Some opportunity to RE Today Services (www.retoday.org.uk) publish relevant items: knowledge of use words and  Islam: A Pictorial Guide their local phrases related  Say Hello to… (Interactive Cd and book) area (if to:  Developing Primary RE, Stories of God, Symbols of Faith  visiting a Festivals 1 DVD My Muslim Faith, Rainbows Series, Evans nearby Islam Muslim, Beliefs and Cultures Series, Franklin Watts mosque) mosque Web  Background Use local pictures: www.muslimsinbritain.org lists 29 mosques in Sandwell. Qur’an knowledge of www.ngfl- Islam cymru.org.uk/vtc/ngfl/re/m_parry_carmarthenshire/e_index_mosque_young for a  Know how to Religion in virtual Mosque tour take a general: www.islam4schools.com/infant for a recording of the call to prayer (Adhan) photograph special www.eastlondonmosque.co.uk The website of the East mosque – has a Holy good visual section. sacred Digital camera, interactive whiteboard, Jigsaw of mosque (from Religion in prayer Evidence, artefact supplier) worship Recording of the call to prayer http://www.reonline.org.uk/allre/tt_nframe.php . The BBC’s clip bank is a major source for short RE films that can be accessed online and shown free: http://www.bbc.co.uk/learningzone/clips . The BBC also offers lots of information and material on its main religion site: www.bbc.co.uk/religion . The best gateway for RE sites is: www.reonline.org.uk/ks1 . You can find and use searchable sacred texts from many religions at: www.ishwar.com . The websites of REToday and NATRE are useful places for pupils and teachers to see examples of work. www.retoday.org.uk and www.natre.org.uk/spiritedarts

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Contributions to spiritual, moral, social and cultural development of pupils The unit enables pupils to develop:  Spiritually by learning about and reflecting on the importance of the mosque as a for Muslims  Morally by noticing and valuing diversity through a developing sense of the importance of ‘special’ places  Socially by considering simply how religious beliefs lead to particular actions  Culturally by promoting racial and interfaith harmony and respect for all

EXPECTATIONS At the end of this unit:  Say that a special place for Muslims is the mosque  Talk about what happens at a mosque Almost all pupils will be  Identify a Muslim holy book or special day able to:  Choose a ‘special word’ for themselves  Talk about what matters to them  Name two things found in the mosque  Retell a story of the Prophet Many pupils will be  Talk thoughtfully about kindness to animals or about sacred words able to:  Respond sensitively to Muslim ideas and simple stories, suggesting a meaning in a story for themselves.  Describe what happens in a mosque in detail Some pupils will also  Describe some symbols from Islam and their meanings be able to:  Work in a team to discuss and consider questions ASSESSMENT SUGGESTIONS: How will the teacher monitor the learning?  Listen to children talking about the learning activities, and note the language used, what they have remembered and how they respond – sensitive responses are important.  Ask questions about what things in Islam mean – suggesting meanings is an important skill in infant RE.  See how the children respond in talk and listen activities to the different things they learn about the mosque, the Prophet, and Eid.  A table of artefacts and photos and books is a good way to focus this conversation, and capture what children say about Islam so that you know how their learning has progressed.

Beginning to learn from Islam : Mosques in Sandwell 4 Sandwell SACRE RE Support Materials 2018 Learning Teaching and learning activities Learning outcomes Points to note objectives Do you have a special place? What is a special place for Muslims? To become A special place for Muslims Almost all pupils can talk This unit gives children the familiar some  Show / talk about / ask questions of images of mosques about a special place for chance to show things that pupils  What is inside a mosque? Make a list. Handle and talk about the me and talk about a achievement through may encounter at significance of a prayer mat, water and a Qur’an stand for Muslim Mosque. classroom talk. Many pupils can say why a the mosque prayer (a clean place, a clean body, facing Makkah, using the ancient place is special to me and which indicate its There are lovely pictures words of Islamic prayer). Why are there racks? Why no chairs? say a why a mosque use and  Pupils listen to the call to prayer (see resources section for a sound is a special place for on flickr – a group called importance file online). How does the sound feel? Why does it matter to some Muslims. They can talk ‘Mosques and ’ people? Some Muslims say it is very beautiful, or clam, or about something that has over 30 000 images. atmospheric! What do pupils think? happens at the mosque  Discuss the words special and sacred: ‘Sacred is a religious kind of Some pupils can use the Use local pictures too. To develop special’ right words to identify two www.muslimsinbritain.org awareness of the  Visit an actual or virtual mosque. On an actual visit: things you will find at a lists 29 mosques in and mosque and describe why mosque as a  ask a member of the community to speak about the significant around Sandwell. There they are important (e.g. special / sacred features of the building, its importance to Muslims, what happens are well over 50 in the place for Muslims , , shoe racks, West Midlands. there washroom, ,

 record what pupils say about the mosque )  allow time for quiet reflection  take photographs (if allowed) All the little details…  On return to school develop photographs into the pupils’ own virtual tour, which can be used by others. Include: where is the mosque? What does the outside look like? What can you see inside? Who goes there and why? What do people do there? What is so different about this place and why? How do you feel about it? Use local pictures: www.muslimsinbritain.org lists 29 mosques in and around Sandwell (2018).

Free picture of an aerial view of a crowd at a mosque.

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Learning objectives Teaching and learning activities Learning outcomes Points to note How and why do Muslims celebrate Eid-ul-Fitr? What happens at the mosque? Eid-ul-Fitr celebrates Learning about a Muslim festival Most pupils can: the end of Ramadan,  Focus on ‘Eid-ul-Fitr’: Show pupils a Qur’an (or picture) on its stand. This is a clue  Talk about what Special Times, ed the month during behind the festival. Recall the importance of the Qur’an as God’s message, given to happens at Eid-ul- Joyce Mackley which the prophet through the Prophet Muhammad [PBUH]. Remind children that Muhammad Fitr and say how from RE Today Muhammad received received the Qur’an during the month of Ramadan. Muslims remember this important and why Muslims Services, includes the first of time by during daylight hours. Fasting reminds them about caring for the poor, give some activities the Qur’an being patient, keeping going when things are difficult, and about the goodness of  Say how they on Eid-ul-Fitr Muslims use special Allah. Eid-ul-Fitr is the great celebration to mark the end of the month of fasting. Why think Muslims will food, objects, words is it such an exciting celebration? How does it feel to have no lunch for 28 days, and feel at Eid-ul-Fitr Not all religion and gifts to celebrate. then enjoy your first lunch for a month? and talk about happens at  If possible, ask Muslim pupils who are present in the class how they celebrate Eid-ul- whether they sacred buildings Fitr, but remember that they are learners too! Read a book such as ‘My Id-ul-Fitr’ have ever felt like of course, many  Explore the important practices and customs of Eid: Consider what the ‘right order’ for that and why parts of the these 7 might be. Which are most important? Some pupils can: celebration go • sending Eid cards to friends and family  Describe some on at home too • visiting neighbours, friends, family ways in which • receiving gifts and new clothes Muslims celebrate • going to say prayers at the Mosque Eid-ul-Fitr and say • remembering Ramadan but enjoying food why they are • giving to charity important for • showing happiness and thanks to Allah / God Muslims  by:  Discuss what I  making Eid cards. These should open from right to left because the Arabic language is think about giving written in this direction. Use patterns, buildings, or other decorations for the front to charity and (not people) and write a message inside (). Talk about why it is good to showing kindness think of others at special times. to others, making  making a prayer mat or Qur’an stand. Talk about how these help Muslims to show links with what respect to God. Muslims do at Eid-  making some of the food associated with Eid and having an Eid party in class. Talk ul-Fitr about how food helps to make a celebration special. Compare their own experiences of special food with Muslim celebrations of Eid. CONTINUED

Beginning to learn from Islam : Mosques in Sandwell 6 Sandwell SACRE RE Support Materials 2018  suggesting a ‘snack fast’ for a day or longer, whereby the pupils donate snack money for the day to a selected charity. Talk about why this is a good thing to do. Why is it good to give things up? Why is it good to help others?  using face paint instead of to create mendi patterns on the palms of hands using geometric and flower designs. Talk about what impact this has on how people see them, making some connections with Muslim experiences. E.g. Muslims are proud to show that they belong to their religious community, and are happy for people to know it. How do pupils feel about people knowing about their commitments – such as through wearing a scarf for a football team or a t-shirt for a pop band?  Ask pupils to suggest what this festival teaches about what is important to Muslims (e.g. worshipping Allah , family, belonging to a community, caring for others, remembering and following the example of the Prophet, celebrating the giving of the Qur’an). Use these ideas and place them on a target board – closest to the middle means most important, further out means less important. Explain why they have chosen one idea as the most important (there is no specific correct answer for this, so pupils can explain their own ideas).  Talk about what is most important about any of the pupils’ own celebrations and see if they can make any links or explain any differences between the importance to Muslims and to themselves.

Children enjoyed making this mini model of a cardboard mosque.

Beginning to learn from Islam : Mosques in Sandwell 7 Sandwell SACRE RE Support Materials 2018

Learning Teaching and learning activities Learning outcomes Points to note objectives What can we learn from a story about a mosque? Choose some The New Mosque Almost all pupils can Story is a key words that Tell pupils a simple story about Aysha going to the new mosque near her house. Here’s a listen to and talk about learning method describe a Muslim possible outline, from which to elaborate. You could use some props and artefacts. the story of ‘The New in RE: be the best special place. The week before the special day, Mum and Aysha went shopping, to buy some new Mosque’ with interests storyteller you clothes. Guess what they chose? They rang up her favourite uncle, to remind him to come Many pupils can describe can be in this for lunch. Mum helped Aysha to dress for a special day. Her uncle came to the house, and simply what they noticed Think of some work. Don’t told them a funny story, as he always did. They all walked to the mosque together. Last about a Mosque from the feelings that go time Aysha had seen the new mosque, it was a building site – scaffolding and diggers, story. worry about with a special people in hard hats and bright yellow visibility vests. But as they walked towards it today, Some pupils can use the elaborating the place. the sun shone on a , and everything was clean, new and polished. The glass right words to say what details, but home doors were huge, and the brass handles gleamed in the sunshine. The crowd was happens in a mosque. in on the feelings. Use some key amazing: the biggest crowd Aysha had ever seen. She held on to mum’s hand, because words to describe she felt a bit anxious about getting lost in the crowd. When she went in, it was very full of what they would people. And it was beautiful. And it was quite noisy at first. There were no chairs at all, see in a mosque just a huge green carpet. It was like a field! But then they all heard the prayer call, from and what the the new tower, the minaret, and everyone went quiet. Aysha found a quiet place to pray. objects are for. She had a special feeling of calm. She said thank you to Allah for the lovely new mosque. Her uncle came back for tea, and it was a of fun. They took photos and sent them to the family who had not been able to come. There were even photos in the paper! Ask children to choose between pairs of words (both could be true of course) by running Now there are 0ver 50 mosques in the West to the side of the classroom they choose. Do you think Aysha was... Midlands, some in former houses, others  Happy or sad to be going to the mosque?  Puzzled or excited when they left home? purpose built, small and large.  Surprised or joyful when she saw the mosque?  Rushed or chilled when she got inside?  Scared or pleased in the crowds?  Calm or peaceful when she prayed?  Close to God or happy when she stood up from her prayers? Talk about all the feelings associated with the mosque visit. Do the children get these feelings from some particular buildings too? Where and when?

Beginning to learn from Islam : Mosques in Sandwell 8 Sandwell SACRE RE Support Materials 2018

Learning Teaching and learning activities Learning outcomes Points to note objectives What mosques are close to where our school is? There are many There are more than 50 mosques in the West Midlands , and over 1800 in the Almost all pupils can look It is good to compare mosques in our UK. closely at pictures of very simply the mosque Mosques and ask simple with a , saying to local community. Children find out with photos, internet, or by walking to visit a Mosque close to questions. children that they are their school and community. They learn that these are special places for both holy buildings, from There are many Muslims, and are similar to churches (for ) or (for Jewish Most pupils can identify two different religions. other religious people). similarities between a buildings too. Mosque and some other Noting that there are over 1700 mosques in The children learn that a mosque often has a dome and a minaret or tower. public or shared buildings (? Supermarket?) the UK, it is also Pupils will be They work in a group to make a model mosque from cardboard, or lego, or in interesting that there are taught to see some other way, or a huge picture copied from a photo. They provide labels, Some pupils can ask varied over 50 000 church simple links lists and captions for the model they have made. They could make a minaret, a questions of their own about buildings This is a brief between their dome and a prayer hall, with a washroom and some prayer mats. Can they do Mosques and talk about piece of work – but don’t special places and possible answers miss it out. Links matter an ‘Inside / Outside’ pair of pictures (like the Mosque Cutaway picture from RE in RE.. the Mosque in Today’s resource of 6 religious buildings ‘cutaway’ series, called ‘What happens Islam in…?’

Teach the children that there are many uses for a mosque, but the most important one is of a place to pray. Use a photo story (see the RE Today website shop for a simple example, a small image is to the right) to introduce praying the Muslim way to children, 5 times daily, using movement and words that even small children are taught, asking God to ‘show us the straight path’ Talk about finding a path in life, and keeping your life straight. Do the pupils think prayer will help with this?

Making simple links Arrange to talk to pupils as a class or in small groups about the first lesson This drawing is part of the RE Today publication from the unit. Remind them they were thinking of their own special places. Is a for 5-7s about holy buildings. mosque like these places? Answers will say ‘yes’ and ‘no’. It is good in early RE www.retoday.org.uk to see that questions are often unanswered!

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Learning Teaching and learning activities Learning outcomes Points to note objectives The Qur’an at the Mosque How do Muslims use the Qur’an? Why is the Qur’an important to Muslims? What do Muslims learn from the Qur’an about God? Pupils will learn: The Holy Qur’an of the Muslims: A book from Allah!  Focus on the Qur’an and ask pupils why they think it might be on a stand Almost all pupils can: That the Qur’an and covered. Explore what this might tell us about its importance to Use a simple writing frame Note: these was revealed to Muslims. and word bank to record texts and the prophet  Tell the story of the first revelation of the Qur’an to Muhammad, in a cave what they know and stories were Muhammad on Mount Hira by the angel Jibril. Emphasise and explain that for Muslims understand about the story never written this is the word of God, the final revelation: the words of the angel were of the revelation of the for children About the recited and written down to become the holy Qur’an Qur’an to Muhammad and can pose Shahadah  Look at examples of the Shahadah written in Arabic (wall [PBUH] (All). difficult hangings, plates, pendants, posters) and ask what words might be so Most pupils can: questions Some Muslim special that they are written so beautifully and in so many different places? Identify the key belief that which need beliefs about God  Explore what the Shahadah means: “There is no God but God and there is no other God but handling with Muhammad is the Prophet of God.” Allah. care. Use the That the Qur’an  Pupils reflect on words which might be important to them (peace? Fun? Identify some things that are simplest guides Muslims in Safety? Love? God?). They write their most important words on paper important to them versions you their daily life plates and decorate using traditional Arabic geometric patterns – leaves are Some pupils can: can find, and a good idea – do these most important words grow in our ? Suggest two why the check that  Explain that Muslims use prayer beads (subha) which have 99 beads to Qur’an is important to children are represent the names of Allah. Identify some beliefs about Allah: such as Muslims making sense creator, judge, merciful, forgiver. Talk about what guides them of key words.  Use the video ‘Stop, Look, Listen: Water, Moon, Candle, Tree and Sword’ in their lives (C4 learning) The section on learning Arabic and the importance of the The Qur’an is treated Qur’an is very well suited to this unit. with great respect at Explain that the Qur’an is a guide to help Muslims live their lives. Give the home and in the example: Worship none but Allah; treat with kindness your parents and mosque. kindred, and orphans and those in need; speak fairly to the people; be steadfast in prayer; and practice regular charity. (Qur’an 40.83)

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Learning Teaching and learning activities Learning outcomes Points to note objectives Holy Books: The Qur’an. What have we found out? To express their Discussion about sacred words and books Almost all pupils can Circle time is a good understanding of  Ask pupils to think about the words we sometimes forget to say Choose a key word for themselves context for this sacred writings (e.g. thank you, sorry, I love you, please); and talk about why it matters summarising for themselves  Are some words more important than others? Why? Which of Most pupils can: activity. It connects these words do the children think are the most important, and Make simple links between the holy with the Y2 literacy To think about why? words of the Muslims and their own emphasis on the most Please / sorry / peace / thank you / kindness / love / family / life / understanding speaking and important words. earth / God / another one chosen by a child Some pupils can: listening.  Holy books are often about thanking, saying sorry, saying ‘I love Speak thoughtfully, connecting life’s you’ and saying please. In holy books, people say these things most important words with holy to God and to each other. writings and giving ideas of their  Ask pupils what they learned from the work about words that own. are special to Muslims and Christians and words that are special to them.  Ask them if there is someone to whom they would like to say some special words, and whether they would like to plan and do so (moral development). They could make a card with one word on it only (this uses calligraphy as a skill, which is prized in Islamic and Christian arts) and give it to someone they would like to have that word.

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Learning Teaching and learning activities Learning outcomes Points to note objectives A special place for Muslims: learning about the Mosque. Why do Muslims people have a special place called a Mosque? That a Mosque is Special religious places: Islam Identify aspects of a If you can visit a a sacred place for  Listen to an extract of an Imam reading from the Qur’an. Mosque that make it Mosque take along a Muslims  Showing a photograph of a Mosque, talk about how a Mosque is usually a sacred place for favourite toy/bear. thought of as a building where Muslims can come together to pray. Point out believers (All) About some of that anywhere a Muslim chooses for prayer is believed to become a Mosque Recall what we have Take photo-graphs the important for that particular time. found out (Many) of bear with features of a  Visit a virtual tour of a Mosque, explaining that this is a special place for Suggest why a particular artefacts Mosque Muslims. Mosque can be or in poignant areas. Speak and listen: described as the Ask children where About what a  Focus upon: The outside of the Mosque, notice the Minaret and the Dome. ‘hub’ of Muslim life. in the mosque Mosque feels like Look at the most important part of a Mosque – the hall where people pray. (Hub of a wheel: the people feel peaceful, and looks like  Looking carefully at the lack of furniture. Why is this? Where do worshippers middle, everything together, caring or sit? Notice the prayer mats and the way a worshipper must face. goes around it) ready for anything.  The Minbar shows the direction for prayer. Look at the clock, what times are (Many) daily prayers and how many prayer times in one day? How might Muslims pray Suggest reasons for Children could use if they cannot get to the Mosque at that time? Note the separate prayer hall caring for a sacred clay to make a for women, why is this? Who is the ? place (Some). model mosque and Why Muslims  What does an Iman do? Talk about how Mosques look rather empty because the items found come to a there are no pictures or statues, suggest reasons for this. Does the mosque within a Mosque. Mosque, what have stained glass? Notice the Islamic patterns. they do there and Focus on: Prayer and Worship. how they care for  Taking off, Wudu (washing) before prayers as a way of showing respect it for Allah. Find out about Madrasah .  Look together at other Mosques, look at the appearance, size, welcome notices. Are they all the same? Suggest reasons why some Mosques have a purpose built building and others are sited in an old house. Read ‘My Muslim Faith’ (Evans publishing) and re-cap on what we have learnt about a Muslim’s sacred place. Beginning to learn from Islam : Mosques in Sandwell 12 Sandwell SACRE RE Support Materials 2018

Learning Teaching and learning activities Learning outcomes Points to note objectives What words matter so much that they are whispered and shouted? Children will learn Whisper or Shout? Identify aspects of Play based learning: that the words of . This can all happen in circle time. Begin the activities by telling children we are going to learn what matters to If you have some small about whispering. Ask them to talk in pairs about when it is good to whisper. Play a game of world people, or some the shahadah, Chinese whispers – it is boring if the circle is too large, so set up two or three circles of about Muslims through the dolls, or a Querk in your ‘God is most 6-8 children to do this. Give them some messages to try out first: ‘There is cheese pie for words they whisper classroom, suggest to the great. There is no dinner today.’ ‘Mrs Jones is having a baby in the summer holiday.’ ‘Everyone should and shout (All) children that they play God but Allah and remember to be kind.’ ‘When Baby is sleeping, don’t make loud noises.’ whispering to the toys. If Muhammad is his . Ask the children if it is true that whispering makes us listen carefully, and talk about why we Recall what we have you can, sit some dolls in whisper – to tell a secret, or to ‘not wake the baby.’ Some children have a baby in their the middle for circle time, prophet’ are very homes: ask if they will share what kinds of things people say to the baby, and the kinds of found out about and ask the children to important to voice they use. minarets and about whisper important words Muslims. . Tell the children that there is one religion where a new baby gets a message in whispers at new babies in Islam to them. Would it be good the very beginning of life. Show them a picture where a Muslim dad whispers the Adhan, the (Many) to have an afternoon They will learn statement of Muslim faith, into his new baby’s ear. when we all whispered, . Ask them first of all to make some guesses: what is happening? How does the man feel? once in a while? It makes about how these What is he thinking? Will he shout or whisper? What will he whisper? Then tell them what is Suggest why the you calm, helps you listen, words are really happening, and ask them what they like about the picture. words about God are and keeps the classroom whispered to new . The words ’God is most great’ There is no god but Allah’ are a part of what Muslims pray 5 most important to peaceful. Are there other babies, and times every day. They are very important words for Muslims. Ask the children to think about Muslims (Many) things children like about shouted from whispering to a baby. If they could choose some words to whisper, what would they whispering? Tell them the choose? Give some ideas: next time we talk about minarets at prayer Welcome to the World! (or ‘Family’?) Suggest a reason for the Muslims, we will do times You are loved and you are lovely! having a minaret at a shouting. Have a little You will have happy days in your life! mosque (Many). practice before the end of They will think The fun starts here! (or ‘the learning?) this session if you like – it about what . Which ideas do the children like, and can they suggest some ideas of their own? releases energy! important words Shouting? In school? they would . Ask the children: Do you like to whisper or do you like to shout? Most of us like to do both whisper to a new at different times. You could begin this work by challenging groups to build big towers out baby, or shout of whatever blocks you have. This can be fun in circle time as well: can anyone make a 20 from, the block tower, without it falling down? What is the tallest Jenga tower you can make? rooftops. CONTINUED

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. Remind the children about the words Muslims whisper to new babies and the words they chose to whisper last time. Tell them that shouting is sometimes important too! When is it good to shout? When is it bad to shout? (Football? Across a distance? In the park? At home? If we are cross? In the playground? In the classroom?) . Tell the class you are going to do some shouting together. This sounds like a crazy idea, but actually works well – some ‘shouting to order’ is fun and can even reinforce the teacher’s control of the class! Tell them that you would like to hear their ideas about good words to shout, and give a few moments for talking partners to come up with ideas. Suggest some of your own, maybe: Every child is important We all have to be fair Donuts are delicious Every day, learn something new We all love the holidays . Tell the children that you will shout the lines first, and they can all shout back. Make it fun. . Move on to tell the children that a Muslim place to pray is called a mosque, and mosques have a tower. The tower is called a minaret, and it is for shouting. Show some pictures of you can, and talk about other buildings with towers. The tallest minaret in the world is 210 metres, 689 feet tall. It is part of the II Mosque in . . In olden times, when people had no watches or clocks and no loudspeakers, the prayer- caller would climb the stairs of the minaret and shout from the top when it was time to pray, 5 times a day. He would shout things like: ‘Prayer is better than sleep’ ‘Come to Prayer’ ‘Come to God’ ‘There is not God by Allah.’ Do the children remember what was whispered to the baby? It is the same as one thing shouted from the top of the Minaret: ‘There is only one God.’ . Can we find out from what people whisper, and what people shout, what matters most to them? What really matters to Muslims? What words are most important to Muslims? Allah is most important to Muslims. . It’s not a good idea to get children to join in with the religions they study, so don’t have the whole class shouting the call to prayer

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Learning Teaching and learning activities Learning outcomes Points to note objectives What did we learn about Muslim mosques and worship? What matters to Muslims? What matters to me? Pupils will think Reminders Almost all pupils: This lesson needs to about what they Begin this last lesson by reminding pupils of the work they have done in ‘beginning to learn Can remember four simple things cement the learning from Islam’ This might include work about the Prophet, stories, caring for animals (in the about the Muslim religion of the unit – in a fun have learned in previous unit), praying, the Qur’an, holy or special words, the festival of Eid and the Can talk about what matters to way! this unit of work importance of the Mosque. Muslims and what matters to me and suggest You could use a set of pictures and some artefacts to ask the children what they think are the Most pupils: If you have visual from their own most important things for Muslim people in Sandwell. Can say what happens at a mosque resources and ideas what The correct answer is that Allah is most important to Muslims, but some of the other things with some details artefacts from the matter too. Can respond sensitively to ‘what unit, then bring them matters most. Ask children to run around between two stations to show which of the following they think matters most?’ questions out again and use is most important to Muslims (not always one right answer! Talk about the choices!): Some pupils: them as reminders. They will ask and  Reading the Holy Qur’an / Watching TV Can describe what matters most to answer  Hearing stories of the Prophet / hearing the call to prayer Muslims – and to me questions about  Saying: ‘Peace be upon him’ / Saying ‘thank you’ Can describe what ‘worship’ means and talk about how and why what matters to  Prayer mats / washing hands to pray  Being kind to animals / praying to God Muslims worship Allah Muslims and  Going to the mosque / having presents at Eid what matters to Ask them after each pair to say why they chose their place, simply. Continue with some them. more examples, but this time the children have to say what matters most to themselves:  Chips / sweets They will be  Fruit / Coca Cola asked to make a  Family / friends  link between Pets / computer games  Playing inside / playing outside ‘what matters  My favourite book / my favourite movie most’ and ‘what  God / myself we worship’, Again, ask them after each pair to say why they chose their place, simply. noting that In a final circle time and paired talk session, remind children they have begun to learn about Muslims worship Islam. Ask them what they liked. Ask them what they would like to find out more about. Record their questions.Tell them that the run around activity is important because different God / Allah. things matter to different people: all different, we can all learn from each other. Talk about ‘worship’ and ‘what matters most’ to different people. Lat Blaylock, Sandwell SACRE 2018 ©

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