Unit 5: KS2 Key Theme: Religion and the Individual Year 4 Spring Term

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1 Unit 5: KS2 Key Theme: Religion and the Individual Year 4 Spring Term ABOUT THIS UNIT: Work in this unit will enable children to explore aspects of, Christianity and Islam and to discover what is expected of a person who follows a religion. Important questions around faith will provide children with opportunities to relate this concept to their own lives and people in the local community. Estimated time for this unit: One term Focused Religions: Christianity and Islam Where this unit fits in: This unit takes place during the Spring Term of Year 4 and builds on the previous unit - Inspirational People and precedes the Summer Term Unit on Religion, Family and Community. Year 4 overall focuses on people in religion and what it means to belong to a religion. KEY LEARNING OUTCOMES (from the programmes of study) AT1 a) AT1 b) describe the key aspects of religions, especially the people, stories and traditions which influence beliefs and values. describe the variety of practices and ways of life that are closely connected to beliefs and teachings. AT2 a) reflect on what it means to belong to a faith community, communicating their own and others responses thoughtfully. b) respond to the challenges of commitment both in their own lives and within religious traditions, recognizing how committed to a religion is shown in a variety of ways. KEY STRANDS ADDRESSED BY THIS UNIT AT1 - AT2 - Practices and Ways of Life Values and Commitments LINKS TO THE EVERY CHILD MATTERS AGENDA Being Healthy - promote their self-esteem and recognize the importance of the spiritual dimension of life. Enjoyment and Achievement - promoting pupils own ideas and providing opportunities to explore and reflect on key question and values. CONTRIBUTIONS TO PUPILS SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT Spiritual Development - considering the value, purpose and dignity of human beings Moral Development - reflecting on what is of ultimate value Cultural Development - developing respect for and sensitivity to the beliefs and values of others KEY SKILLS Empathy - Enquiry - Communication KEY ATTITUDES Respect for all Self awareness

2 Prior learning Vocabulary Resources It is helpful if children will have: Gained understanding and experience from the previous unit on Inspirational People. In this unit, children will have an opportunity to use words and phrases related to: Being a follower Prayer Sermon on the Mount The Golden Rule 5 Pillars Shahadah Salat The Bible New Testament Books and resources on the 5 Pillars and life of Muhammad Internet sites Examples of Islamic patterns EXPECTATIONS at the end of this unit: Nearly all can: (at level 2) talk about some of the things that are the same for different religious people (AT1) talk about what is important to me and to others with respect to prayer (AT2) Pupil friendly level descriptions: I can talk about some of the things that are the same for different religious people AT1 ask about what happens to others with respect for their feelings AT2 Many can: (at level 3) describe some of the things that are the same and different for religious people (AT1) link things that are important to me and other people with the way I think and behave (AT2) Pupil friendly level descriptions: I can.. describe some of the things that are the same and different for religious people. AT1 compare some of the things that influence me with those that influence other people. AT2 Some children will have progressed further and can: (at level 4) use the right religious words to describe and compare what practices and experiences may be involved in belonging to different religious groups. AT1 ask questions about the meaning and purpose of life, and suggest a range of answers which might be given by me as well as people from different religious groups. AT2 Pupil friendly level descriptions: I can use religious language to describe and compare what practices and experience may be involved in belonging to different religious groups. AT1 ask questions about who we are and where we belong, and suggest answers which refer to people who have inspired and influenced myself and others. AT2

3 What does it mean to be a follower? to reflect on present day celebrities - idols. to reflect on sources of inspiration. Ask the children to describe why they or others follow a pop band or football team, etc. Responses can be discussed in groups and common themes highlighted. What feelings do we get from following/experiencing? Children could be invited to share their own responses and bring in to school any posters, music or other related material. Children will need to be encouraged to express their feelings and experiences connected to following. Children could interview each other in TV chat show style or be invited to create their own montage. Children consider the question, What makes a loyal follower? What does following a religion mean? to recognize that certain actions and practices follow a commitment to a religion. Introduce the theme of Religion and the Individual and particularly - what is expected of a person who follows a religion or belief? Thought shower what the children remember from the previous unit - Inspirational People - about Jesus and Muhammad. Briefly re-cap from previous unit. What was it about them that people respected and admired? Why did people follow them and continue to do so today?

4 What did Jesus teach and tell people to do? to consider how teachers and writers use stories to teach particular ideas. to use and interpret information from the Bible. Look at Jesus teaching Sermon on the Mount Matthew Chapter 5-7. Choose examples of Jesus teaching to the people, e.g. a) How to pray - Lord s Prayer, Matthew 6: 7-13; b) Trust, Matthew 6: 25-34; c) The Golden rule, Matthew 7: 12; d) The True follower, Matthew 7: Children can explore The Golden Rule - How easy or difficult is it to practise? If everyone followed this one rule what difference would it make? Other stories and Parables can be expressed through role play and could be performed at collective worship or an assembly. Invite a speaker from the Christian community to talk about the importance of their faith. Summarize from these extracts. Being a Christian means that you should Children can respond through a variety of ways to The Golden Rule, using music, drama, art etc. to promote the importance of the rule. These extracts from the Sermon on the Mount will need practical examples in order to draw out the meaning. It is important to convey that religion, in this case Christianity and Islam, is a way of living life. How did Muhammad teach? to recognize the key events from Muhammad s life. Children can response to the question, how did Muhammad become a great teacher? Research through available resources and Internet.

5 What are the 5 Pillars of Islam? to recognize the key teachings of Islam. to understand what a Muslim is supposed to do. Introduce the 5 Pillars as the support of Islam. The 5 Pillars are what Allah directed Muhammad to teach. Focus on the 1 st Pillar, Shahadah. Children can write it out and discuss the meaning of the Statement of Faith. These can be illustrated according to Islamic art patterns and displayed in the classroom. Children can make a model or draw a picture to illustrate the 5 Pillars. They can be invited to explain their meaning, as if on radio to an audience who know nothing about Islam. Islam means peace through submission. Muslim means one who has submitted to Allah (God). See previous Unit regarding drawing pictures of Muhammad. Look at calligraphy and Islamic/Arabesque patterns for illustration. What is Prayer? to explore the concept and meaning of prayer. to understand how prayer is part of human expression. Children can look up the meaning of the word prayer in the dictionary. Explore and discuss the meaning. When do we pray? Does everyone pray? When are people most likely to pray? This could be explored during a quiet circle time or time of quiet reflection. Children can complete the phrase I think some people might pray How do Muslims pray? to understand how prayer is a commitment within the Muslim way of life. Explore all the rituals and requirements associated with Muslim prayer (Salat) including the call to Prayer (azan) and washing (wudu). A Muslim visitor could be invited to talk about prayer and demonstrate the rituals. Children can record the sequence and meaning of the prayer. Write a short reflection beginning with when I am still and quiet

6 What is expected of a person following Christianity and Islam? to recognize the similarities and differences between Christian and Muslim teachings. to understand that following a religion involves commitment to a way of life, supported by practices such as prayer. Revisit class or school rules, taking the theme of respect for others. Assuming children are all committed to respect. What behaviour is expected from each child? Children suggest what Christians and Muslims would say is important in life. The class can be divided into groups. On the basis of the unit so far children decide, What do Christians and Muslims believe, how do they pray, and what is expected from them? Discuss similarities and differences. Importance of commitment as the step leading to practice. Results from this task can be displayed in the classroom with presentations from each group. Follow lesson plans from Festival Matters- Easter Y4

7 Why is Hajj one of the Five Pillars? About the significance of Hajj in Islam focusing on the importance of Makkah and Mina and the symbolic actions of the pilgrims To reflect on the importance of special places and journey in their own lives Children share memorable places they have visited and describe the journey to get there Using a time-line children find out about the different parts of Hajj and the symbol actions of Muslim pilgrims Children consider the place of Hajj in Islam with the concept of pilgrimage in Christianity noting similarities and differences Key assessment task a) design a poster which highlights the Five Pillars of Islam The BBC website has some helpful background material. The Islamic Centre in Exeter is willing to support schools in developing their understanding of Islam (tel: ) b) prepare a presentation for younger children on the key features of Islam within the Five Pillars Why is giving important for Muslims (Zakah) to consider why Muslims believe giving is important to find out more about the work of Muslim Aid to reflect on the importance of giving group discussion on the key question is it better to give or receive? class discuss examples of special times they gave and received things explore Zakah in Islam Recording of children s responses Note that the concept of the Five Pillars stems from the Hadith collectors although the Qur an refers to practices associated with the Five Pillars. mini project on the role and importance of Muslim Aid.

8 FORMATIVE GRID A time I felt hungry was when I think some people pray.... The best journey I ve been on is Religion and the Individual My most important beliefs are.... In religion I think the hardest belief to follow would be I think giving is important.

9 SUMMATIVE GRID I would now say my most important beliefs are During Ramadan Muslims fast Prayer is really important to Muslims.. I have learnt that giving might include Religion and the Individual Hajj is important to Muslims... I think the most challenging things in being a Muslim would be.... I think the most challenging things in being a Christian would include.... I now think people pray.

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