This is a brief introduction and some of these articles will be covered in more detail in lesson 3-5. Students could be given information on the six articles of faith, either through a video or a textbook. Working in small groups (collaborative learning) students could prepare a fact file on each of the articles. Students need to be given clear criteria for what they are expected to include: definition of keyword key beliefs about this article how this belief may affect a Laptops/ use of computers to research. A suitable and relevant film clip on six articles of A suitable worksheet with the 99 names of Allah. Study some of the following: Surahs 1, 4 and 112. Lesson Number Topic title Subject-specific detail Guidance Learning activity Resources Muslim’s life. Students could share their fact files either on their tables or as a whole class or students attempt a 5 mark exam question this topic. As a homework task, students could research the five roots of Usul in Shi’a Islam: are there any similarities between the articles of faith? Exam question. Mark scheme including levels of response.
Lesson Number Topic title Subject-specific detail Guidance Learning activity Resources Lesson 2 The five roots of Usul ad-Din in Shi’a Islam Tawhid; Prophet hood; the Justice of God; the Imamate; resurrection. The focus is on the terms and nature of these roots. The emphasis should be on encouraging students to compare Sunni and Shi’a beliefs and to consider whether some articles are more important than others. The class might recall the six articles of faith by completing a crossword or word search; this can be differentiated for lower ability by giving prompts for each article. Students could be given a table with each of these roots as a heading. Information regarding each of these roots to be printed and placed around the classroom. Working in groups, students nominate one person to stand at an information sheet for 60 seconds. The person must try to remember as much information about this root before returning to the group and sharing the information. This is repeated five times to cover all five roots. Students might compare these roots with the six articles of faith and complete a similarities and differences table. This could then be Find suitable puzzles on the internet. Information regarding the five roots of Usul ad-Din, from a textbook or a reliable source on the internet.
Lesson 8 Prophethood (Risalah) The role and importance of Adam, Ibrahim and Muhammad. The focus should be on understanding the concept of prophethood and the role and importance of Adam, Ibrahim and Muhammad. Look up the meaning of the term Risalah. Students could discuss what qualities a person needs to be called a prophet. In small groups students could be asked to find out about the main prophets in Islam including Adam Ibrahim and Muhammad, and give a class presentation. Key questions to consider: how did the prophets get their message? What was the message? What did the prophets do with their message? Were prophets special people? Are there any prophets today? A relevant textbook. Access to computers/laptops for research. Lesson Number Topic title Subject-specific detail Guidance Learning activity Resources Lesson 9 The Qur’an The revelation and authority of the Qur’an. Students should examine how the Qur’an was revealed and why it holds authority for Muslims. Teacher play a recording of the Qur’an being recited. Students could be asked to note down their thoughts on this. Students may be put into groups to complete a card sort activity to put the story of revelation into chronological order. Card sort activity. A suitable and relevant film clip on the revelation of the Qur’an. A relevant textbook.
Lesson Number Topic title Subject-specific detail Guidance Learning activity Resources Lesson 11 The Imamate in Shi'a The role and significance of the Imamate in Shi'a Islam. The is on looking at the concept of imamate and its importance in Shi’a Islam. Students be given information on the concept of imamate in Shi’a Islam; this could be through a worksheet or an appropriate video. Students could access the following website to create a chart showing the twelve Imams and to make notes on Shi’a leadership today: on subdivisions. Extension opportunity Research Shi’a beliefs about the Mahdi. A relevant video clip or worksheet on the imamate in Shi’a Islam. Access to computer /laptops for research A relevant textbook. Lesson Number Topic title Subject-specific detail Guidance Learning activity Resources Assessment Assessing students on the Key Beliefs section of the unit. The focus should be on assessing students understanding of the Key Beliefs section of the unit. In the first lesson, students should be allowed to recap and revise the content Preparation for assessment in the first lesson: Students could be given a quick quiz to recap key themes covered. Students could be given an overview of exam style questions and timings for Quiz covering main themes. A mark scheme. Lessons
of fasting; the exceptions and their reasons; the Night of Power (Surah 96: 1–4). footballer, a Muslim working in a café, a Muslim mother with several young children at home. They could discuss the problems that each of these would face in observing Ramadan and report back on their discussions to the rest of the class. The teacher could get the students to consider the following questions ‘What is the purpose of fasting? Why do Muslims observe fasting so strictly? What effect do you think it has on a Muslim community? Qur’an, Surah 2:183 – 4 may be a suitable starting point for discussion. Students could produce a booklet intended for Muslim primary school children, covering: (i) The aims of sawm, (ii) Those excused fasting, (iii) Ramadan, (iv) The meal at the end of the fast Access to computers/laptops for creating booklets Lesson Number Topic title Subject-specific detail Guidance Learning activity Resources Lesson 20 The role and significance of giving alms including: origins; how and why it is given; The focus should be to look at the concept of Zakah and its conditions and also to study the Students could be given information on the meaning of Zakah and who must give it. The teacher may give students a worksheet that outlines the key conditions of zakah. Relevant information sheets or text book on Zakah and Khums or a video looking at