special library in this programme is a way to make children from backgrounds feel included. Activity 4: Prepare pupils for seeing members of the faith community engaged in worship during the visit, and that they should view this behaviour respectfully. Plenary: Ask pupils to prepare questions in case they get a chance to speak to a member of the congregation or an official, e.g. priest, granthi, imam, rabbi. Using role-play, practice asking these questions. Why is a mosque special to Muslims? Pupils will learn some of the key features of a mosque; think about their own beliefs about prayer and/or quiet reflection. Aim: To look at the role of the mosque in Muslim worship. SEN Gifted Possible activities Suggested resources Starter: Mind-map the concept of prayer, including ideas about who people pray to, what they pray for, what helps people to pray, whether people pray alone or together, and the places where people pray. Focus on physical positions that people use when praying; discuss how you can tell people are praying and what the different gestures might mean. Introduce the term ‘reflection’: do pupils ever just sit quietly and think? Explain that for some non-religious people, reflection serves the same purpose as prayer. Muslim artefacts: prayer mat, topi (traditional cap), qibla compass, prayer beads, Qur’an stand REonline’s “Places of Worship” website video about Birmingham mosque: For two short videos about Muslim worship in a mosque: Video of the wudu (wuzu) ritual from the CLEO website: (Note: be sure and allow time for the video to download.) Activity 1: Look at different pictures of mosques and see if there are any similarities or differences, such as the dome and minaret. Activity 2: Look at a collection of Muslim religious artefacts, such as a prayer mat, prayer beads (tasbih), qibla compass, topi, headscarf. Share knowledge of what they are and how they might be used. Carefully observe the prayer mat and share what you can see on it, e.g. image of a mosque, the Ka’bah, the alcove representing the direction of Makkah, arabesque patterns around the edge. Discuss how a prayer mat is used and how a qibla compass might be used to find the direction of Makkah.
Activity 3: Get Muslim visitor or member of staff to talk about the importance of washing before prayer (wudu), the significance of removing footwear to pray and the different prayer positions. Show pictures or video of the special room in a mosque for wudu. Plenary: On the IWB play a YouTube video of the adhan, the Muslim call to worship. Tell class that like a tolling church bell or the sound of a conch shell trumpet this reminds Muslims to pray. As a class pick a sign (visual or auditory) that can be used as a signal for quiet time. Peace pagodas and gardens Pupils will learn that many people seek the spiritual through nature; they think about the places that make them feel peaceful. Aim: To explore the idea of inner peace. SEN Gifted Possible activities Suggested resources Starter: On the IWB, write words such as: ‘depressed’, ‘excited’, ‘hopeful’, ‘sad’, ‘peaceful’, ‘spiritual’, ‘comforted’. Spider-diagram the words to show places that conjure these feelings (e.g. a ruined or burnt out area might make a person feel depressed; a sunny meadow with flowers might make you feel joyful). How does the atmosphere in a church differ from the atmosphere in a football stadium? Talk about places that make you feel peaceful. World Peace Gardens Network Sugar paper and drawing pens Activity 1: On the IWB show class pictures of peace pagodas, including the one in Battersea park. Tell them a bit of the history of how these started (see background information). What feelings do they have when they look at one of the peace pagodas? What images or places make them feel ‘peaceful’? London Peace Pagoda Activity 2: As a class, brainstorm a design for a ‘peace garden’, i.e. a place where people might spend time in meditating, praying or simply reflecting on the beauty of nature. How would the garden reflect spiritual and community values? How would it appeal to the senses? What would you have in the centre of your garden? A fountain? A pagoda? Show class the ‘Imagine’ mosaic in the Strawberry Fields area of Central Park, and (in an appropriate way for the age group) relate this to John Lennon and his song.