seeing in the Mosque? sacred place for Muslims record what pupils say about the Mosque; allow time for quiet reflection; take photographs (if allowed). 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: lists 29 Mosques in Oldham. I can identify two things you will find at a Mosque (AT1). Minarets’ has over 30,000 images. Use local pictures too. lists 29 Mosques in Oldham. Key questions Learning Objectives Pupils should learn: Teaching and learning Learning outcomes Points to note What can we learn from a story about a Mosque? Choose some words that describe a Muslim special place. Think of some feelings that go with a special place. The New Mosque Tell pupils a simple story about Aysha going to the new mosque near her house. Here’s a possible outline, from which to elaborate: The week before the special day, Mum and Aysha went shopping, to buy some new clothes. Mum let her choose, and so she chose shalwar kameez, which were blue, silky and beautiful. They rang up her favourite uncle, to remind him to come for lunch. Aysha told him about her new clothes. Mum helped Aysha to dress for a special day. Her uncle came to the house, and told them a funny story, as he always did. They all walked to the Mosque together. Last time Aysha had seen the new Mosque, it was a building site – scaffolding and diggers, people in Develop a simple story, explanation or line of questioning (EYFS Interact with others, negotiating plans and activities and taking turns in speaking and listening (EYFS Story is a key learning method in RE: be the best storyteller you can be in this work.
What have we learned? To think about the most important words. Are some words more important than others? Why? Which of these words do the children think are the most important, and why? Please / / peace / thank you / kindness / love / family / life / earth / God / another one chosen by a child Holy books are often about thanking, saying sorry, saying ‘I love you’ and saying please. In holy books, people say these things to God and to each other. Ask pupils what they learned from the work about words that 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. about holy writings. It connects with the Y2 literacy emphasis on speaking and listening. What events started the celebration of Ramadan and Eid al Fitr? To reflect on events in their own lives and link them with festival and celebration in Islam. What do Muslims remember at Ramadan and Eid al Fitr? Using information books, children are to work in small groups to find out about the significance for Muslims of fasting during Ramadan. Join together as a whole class and discuss how fasting during the month of Ramadan gives Muslims a wonderful sense of community and that fasting is one of the duties as a Muslim. Watch the video (Wafa’s Eid) a child’s view of Eid al Fitr (the end of Ramadan). Using post it notes children are asked to record the different ways in which the Id-ul-Fitr is celebrated (e.g. giving of cards, new clothes, day off school, Mehndi patterns) together talk about the symbolic meaning of these. Name the festival of Eid Al Fitr (L1). Identify some simple features of the festival. (L1). Suggest a meaning in the festival (L2). Make a simple connection between their personal experience and Introduce children to the meanings of such events e.g. “Eid” meaning ‘recurring happiness’. Speaking and listening: talk the favourite parts of special days for their families.
experience of people in a religious context (L3). Key questions Learning Objectives Pupils should learn: Teaching and learning Learning outcomes Points to note Do Muslim believers have a special That a Mosque is a sacred place for Muslims. About some of the important features of a Mosque. About what a Mosque feels like and looks like. Why Muslims come to a Mosque, what they do there and how they care for it. Special religious places: Listen to an extract of an Imam reading from the Qur’an. Showing a photograph of a Mosque, talk about how a Mosque is usually thought of as a building where Muslims can come together to pray. Point out that anywhere a Muslim chooses for prayer is believed to become a Mosque for that particular time. Visit a virtual tour of a Mosque, explaining that this is a special place for Muslims. and listen: Focus upon: The outside of the Mosque, notice the Minaret and the Dome. Look at the most important part of a Mosque – the hall where people pray. Looking carefully at the lack of furniture. Why is this? Where do worshippers sit? Notice the prayer mats and the way a worshipper must face. The Minbar shows the direction for prayer. Look at the clock, what times are daily prayers and how many prayer times in one day? How might Muslims pray if they cannot get to the Mosque at that time? Note the separate prayer hall for women, why is this? Who is the Imam? What does an Imam do? Talk about how Mosques look rather empty because there are no pictures or statues, suggest reasons for this. Identify aspects of a Mosque that make it a sacred place for believers Recall what we have out Suggest why a Mosque can be described as the ‘hub’ of Muslim life. (Hub of a wheel: the middle, everything goes around it). Suggest reasons for caring for a sacred place. If you can visit a Mosque take along a favourite toy / bear. Take of bear with particular artefacts or in poignant areas. Ask children where in the mosque people feel peaceful, together, caring or ready for anything. Children could use clay to make a model mosque and the items found