Year 3: Who should we follow?
Islam: Who has the X Factor?
Key objectives as questions Key Skills that can be covered Possible activities including use of Computing and Outcomes/Evidence that teaching Technology has taken place 1 • What did you learn in RE last I suggest answers including Recap on Religion from last year Graffiti Page in book time? religious ones Q. What did you learn about in Religion before the Class Graffiti Board • What do you already know I ask a range of questions about holidays? about Islam? puzzling aspects of life • What do you want to improve Direct chn’s attention to the tables which have artefacts in your knowledge of this I can show what I know about and pictures relating to Islam laid out: Mosque, Mecca, religion? religious beliefs ideas and 5 pillars, hijab, burka, prayer mat, taqiyah (prayer cap) teachings. (**The Holy Qur’an should be handled wearing I ask questions that have no gloves and with great respect**) universally agreed answers Explain chn will be in mixed ability groups to create a ‘Graffiti Page’ in their books. On each table will be different coloured pens and several talking tins to be scribed into books. Each group will start at a different table exploring objects and pictures. Ask chn to note down their ideas and questions: Q. What it is? Q. Where it is used? Q. When it is used? Q. How it belongs to the faith? Chn move round to the next table, when indicated, and continue until all tables visited. Model recording ideas – using different colours to draw or write.
Plenary Gather chn back as whole class on carpet. Ask chn to share their ideas, observations and questions to help compile a class Graffiti Board. 2 • Why is Muhammad (pbuh) a I can describe some religious Recap Lesson 1 – Graffiti Page/Board Chn’s outline of Muhammad (pbuh) special prophet to Muslims? beliefs, teachings and events with qualities listed Explain we are going to try to find out ‘Who has the X I can show what I know about Factor’ Ideas of who they think has the X religious beliefs, ideas and Q. What does ‘X Factor’ mean? Factor and why teachings I can show what I know about Muslims believed the prophet Muhammad (pbuh) had religious people and how they the X Factor: behave Q. Who was Muhammad (pbuh)? Q, What was his special talent/quality? http://www.bbc.co.uk/education/clips/z9b9jxs
Muslims believe that Muhammad (pbuh) was the last messenger sent by God (Allah): Although many Muslims believe depictions/images of the prophets is forbidden, some artworks were produced. The ban relating to the prophets was introduced to prevent the worship of false idols. Most Muslims would never try to draw or represent a depiction of Muhammad (pbuh) in any way, since this would be very disrespectful.
Show chn gingerbread person outline with Muhammad’s (pbuh) name in the middle, stress we don’t know what Muhammad (pbuh) looked like and must respect Muslim’s beliefs, so we can’t use a picture: Q. Which special qualities did Muhammad (pbuh) possess? Model writing his qualities around the outline
Look at outline again and read out some of the qualities: Q. Who else do you know with these qualities? Model writing ideas under the outline
Plenary Which Christian person in the Bible is Muhammad (pbuh) similar to? https://www.youtube.com/watch?v=4xyE3ITVb6E (STOP video at 2:52) 3 • Which stories were told about • I can describe some religious Recap Lesson 2 – Prophet Muhammad (pbuh) Chn’s thoughts written on cave the prophet Muhammad’s ideas from stories (pbuh) life? • I talk about how my feelings Just like Jesus in Christianity, there are various versions Questions ready to ask our visitor may be similar to characters in of stories relating the Muhammad’s (pbuh) life, this is religious stories one short version: https://www.youtube.com/watch?v=x_7K9da5Yqg • I can show that personal Q. What were the major events in Muhammad’s (pbuh) experiences and feelings can life? influence my attitudes and Q. Why did Muhammad (pbuh) go to the cave? actions Q. Do you think we could all sit silently to think, for a few minutes?
Explain we are going to try and sit still and absolutely silent for three or four minutes. Ask the chn to get comfortable and suggest, if they feel comfortable to do so, they close their eyes: Say: ‘I want you to imagine you are in the same cave as Muhammad (pbuh) was and you saw and heard the Angel Gabriel, what would you think?’
Model writing thoughts on the cave:
Plenary We are hoping to have a special visitor next week – Nawaaz. Give chn a piece of card and ask them to write a question they would like to ask next week
Homework - chn to think of and write at least two questions relating to Islam
4 • Which stories were told about I can describe some religious Recap Lesson 3 – Prophet Muhammad’s (pbuh) life Photos/video the prophet Muhammad’s objects Introduce our visitor – Nawaaz (pbuh) life? I can describe some religious practices Encourage as many chn to ask their questions and take notes of the answers, on whiteboards, as possible I show what I know about religious objects and how they Thank Nawaaz for coming are used I show what I know about (Please liaise with Caroline Morby – she is contacting religious people and how they Nawaaz about visit) behave 5 • Which famous person do I I know the effect of actions on Recap Lesson 4 – Nawaaz Visit Photocopied Super Role Model look up to? Why? others when I am thinking Certificates • Who is my role model? about moral dilemmas Muslims view Muhammad (pbup) as their ‘best’ role model: I can explain how shared Q. What is a role model? beliefs about what is right and Q. Why do Muslims think Muhammad’s (pbuh) such a wrong affects people’s good role model to look up to? behaviour (Refer back to Lesson 2 - X Factor special qualities)
Remind chn of our visitor, who will soon be in school, Jessica Ennis-Hill. Q. What make Jessica a great role model? Model making notes on the Super Role Model certificate
**Explain we will be posting our certificates to our role models thanking them for setting a good example for us, so this must be some of their best work**
In talking partners or groups, chn discuss: Q. Who is your role model? Q. Why are they your role model? Once they are happy with their answers, they choose and complete one of the certificates – have keyword mats available for support
Plenary Q. Which ‘X Factor’ quality does your role model have? List ideas on whb – take photo to use next session 6 • What special qualities do I I suggest answers including Recap Lesson 5 – Role models Chn’s own gingerbread person outline have and what can I do with religious ones them? I know other people have Show chn gingerbread person outline on whb with feelings teacher’s name in the middle: Q. Which special qualities does Miss/Mr ….. have? I can show that I understand Model writing qualities around outline in different that personal experiences and coloured pens feelings can influence my attitudes and actions Ask chn to go back to their places. In the middle of their gingerbread person outline, write their own name. Then move class round to the next table so they have someone else’s outline in front of them.
Explain we are going to think carefully of the special qualities that person has and only write them on the outline in different coloured pencils (have characteristic word mats on tables for support). After 5 mins or so, once the chn have written one quality on every outline on their current table, move the class round to the next table.
When the chn get back to their proper places, allow them a few minutes to look at what everyone think their special qualities are: Q. Now we know what other people think our special qualities are, what do you think your own special quality is? Chn write their idea on their outline
Go back to Miss/Mr ……. Outline: Q. What can Miss/Mr ………. do with their special qualities? Model writing ideas underneath outline
Chn take another look at their qualities and write what they think they can do with them underneath their outline
Plenary What did you learn during this topic? What questions are still unanswered? How do you feel the topic went?