One possible approach to delivering the Specifi cation

Transcription

1 One possible approach to delivering the Specifi cation This document provides suggestions and ideas about how you might deliver GCSE Religious Studies for this unit. You can use these suggestions, adapt them to better suit your students or use your own approach. However you deliver GCSE Religious Studies, you can rely on AQA s comprehensive support package, online, on paper and in person, including resources, specimen exam questions, training meetings, continuing professional development (CPD), guidance and advice. This approach to delivering the Specifi cation is part of your invaluable, which includes further approaches to delivering the Specifi cation, additional specimen questions, Resources list, Guide to command words, Explanation of terms, Getting started, Summary of changes to content and more. If you have any enquiries about GCSE Religious Studies you can speak directly to the AQA Religious Studies team by religiousstudies@aqa.org.uk or telephone

2 Topic 1 Beliefs and Sources of Authority Tawhid Risalah Understanding of tawhid as the oneness and uniqueness of Allah. Understanding the nature of Prophethood for Muslims. Look up the meaning of the term Tawhid (see AQA s Explanation of terms for details Look at the 99 beautiful names of Allah and discuss how they enhance understanding of Tawhid. Study some of the following: Surahs 1, 4 and 112. Group work on Surah 1, the name of Allah; God s compassion; Allah as creator; worship of Allah; God as guide. Kendrick, R, Islam in Today s World, Religion in Focus Series, gives an excellent explanation. Match opinions about God to one of the reasons given for each one. Develop the reason given, and say why it supports the opinion stated. Discuss if these are good reasons for the opinion stated. Opinions It is obvious that there must be a God. Muslims cannot believe that God is all-forgiving. There is no God. God cannot be described. Reasons Because: God created the world. There would be no world if God did not exist. Muslims believe that evil doers are punished in hell. There is evil and suffering. God is not like anything else. Look up the meaning of the term Risalah (see AQA s Explanation of terms for details Discuss what qualities a person needs to be called a prophet. In small groups, fi nd out about the main prophets in Islam, prior to 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 prophet s special people? Are there any prophets today? Kendrick, R, Islam in Today s World, Religion in Focus Series, gives an excellent explanation.

3 Topic 1 Beliefs and Sources of Authority Akhirah The Qur an Hadith and sunnah Understanding the elements of belief in Akhirah Day of Judgement, paradise and hell. Understanding of its nature as revelation. Practice of recitation. The authority of the Qur an and its compilation. Understanding of hadith as sayings of the prophet. The authority for Muslims of hadith. The importance of hadith as a basis of Shari ah. Understanding of sunnah as the actions of the Prophet. Look up the meaning of the term Akhirah (see AQA s Explanation of terms for details Discuss belief in an afterlife. Look up a description of the afterlife from Surah 37: Use artwork to illustrate the descriptions of paradise and hell. Kendrick, R., Islam in Today s World, Religion in Focus Series, gives an excellent explanation. Discuss the evidence that could be used in support of a belief in life after death and the reasons people could give for not believing in life after death. Look at the format for 6 mark AO2 questions. Get ideas about what the examiner could ask about the three topics in this section: God, Prophethood and life after death. Play a recording of the Qur an being recited. Choose a topic, eg food laws, and fi nd out what the Qur an says. Create a poster to teach young Muslims about what the Qur an is, and why they should obey the laws found in it. Spider diagrams and mind maps on the use of the Qur an in, eg everyday life, source of law, in worship. Use a Chinese whispers exercise to illustrate the transmission and recording of the sayings of The Prophet and his actions. They can pass a saying around the class, or smaller group, from memory and pass an action around by each one teaching the next exactly how it should be carried out. Discussion; are the exact words of the saying important? How should the last person in the chain decide whether to believe that the words originally came from The Prophet?

4 Topic 1 Beliefs and Sources of Authority Muhammad Shari ah Sunni and Shi ah (Sh i) Summary of Topic one His signifi cance as the last of the prophets. Knowledge of key events in Muhammad s life: His call His emigration to Madinah (Medina), ie the Hijrah His work in Madinah (Medina) and Makkah (Mecca). Understanding of its nature as a basis of Islam in practice. The extent to which it can be seen as a complete guide to life. Whether it is accurate to describe the Shari ah as the law of Allah rather than the ideas of human beings. Their differing views of authority. Key terms. Students could produce a timeline of Muhammad s life. Discuss why Muhammad is so important to Muslims and what makes him different from other prophets. Group presentations on the key events of Muhammad s life. Study Surahs 33:21, 40 (the last of the prophets) and 96:1 5 (his call). Look at some of the Shari ah laws and their relevance in the modern world. More able candidates could research the campaign to have Shari ah law recognised and accepted in the United Kingdom. Contrast the ideas of the Sunni Caliph as the elected representative of the Muslim community ensuring the enforcement of the Shari ah and the Imam as the leader designated by God and with God s authority. Thompson, J., Islam: An Approach for GCSE, has an excellent summary of the differing views of Sunni and Shi a (Sh i). PowerPoint presentation. Web search Students to provide or fi nd a simple defi nition for each of the key terms used in this section, and then create a crossword or wordsearch with the defi nitions as clues. See:

5 Topic 2 The Five Pillars One possible way of introducing the Pillars is to look at the meaning of the words Islam and Muslim, with their roots in obedience and submission to Allah. This gives a single focus to the life and a priority above all else and involves the rejection of all other loyalties such as fashion, wealth, physical appetite and peer pressure. Useful websites include: and and Shahadah Salah Zakah Understanding of the two basic concepts of the Oneness of God and prophethood, and the duty of all Muslims to declare their faith in words and actions. Understanding of: call to prayer wudu rak ahs Jumuah (Friday prayer) du a. Knowledge of the rules relating to zakah and its uses Relate back to Topic 1 on the Tawhid and Risalah. Students could write the name Allah in Arabic. Search sites such as and for examples. A recall test on the actual words of the shahadah might enable students to remember some of it. Find out about artefacts essential to performing the rituals of prayer, eg prayer mats, compass, etc. Students could be asked to design a prayer mat. Research the rituals of wudu. Prayer positions and times and preparation for prayer are essential topics for study. Clearly a visit to a mosque during prayer time will assist students in their study of this area of the Specifi cation. Questions could be explored as a class debate on the purposes of the physical movements: how can these movements help a Muslim?, what are the differences for a Muslim praying alone and praying with others?, what might be the importance for Muslims of meeting together for communal prayer at least once a week on a Friday? Students could make a pie chart on how they would spend 500, giving them categories such as: parents, siblings, friends, clothes, leisure, charity. Then compare with the Pillar of Zakah. Use of the Qur an Surah 2:110 might be a starting point. Look at the idea of charity, tax and purity and how they all relate to Zakah. Students could research the difference between Zakah and Sadaqah. Paired discussions on whether 2.5% is enough; is it a reasonable amount; is the money you own yours? Does the Islamic attitude to money differ from the students. Less able students could make a list of things which are more valuable than money. Ask students to research how zakah is used and discuss if they agree with it.

6 Topic 2 The Five Pillars One possible way of introducing the Pillars is to look at the meaning of the words Islam and Muslim, with their roots in obedience and submission to Allah. This gives a single focus to the life and a priority above all else and involves the rejection of all other loyalties such as fashion, wealth, physical appetite and peer pressure. Useful websites include: and and Sawm in the month of Ramadan Hajj Knowledge of the rules of Ramadan and the exemptions. Understanding of reasons for Ramadan. Knowledge of the following sites of pilgrimage: Makkah (Mecca) Mina Arafat Muzdalifah Understanding of rituals/customs and their signifi cance. Students could try a fast for a period of time and record their thoughts and experiences or the less able could write a letter to a friend explaining how they kept Ramadan, how it might affect their behaviour and school work, how it might affect professional footballers, etc. Consider the 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. Conduct an imaginary interview with a Muslim during fasting and write down what their responses might be. Paired work could take the form of: (i) The aims of sawm, (ii) Those excused fasting, (iii) Ramadan, (iv) The breakfast at the end of the fast and discuss the responses. Web search The class could be divided up and each small group research one area of the Hajj to show as a PowerPoint presentation to the rest of the class. The main parts might be: (i) Background to the Hajj, (ii) Ihram, (iii) The Ka abah, (iv) Safa and Marwah, (v) Plain of Arafat, (vi) Mina, (vii) Sacrifi ce, (viii) Eid-ul-Adha. Students to make a travel brochure explaining Hajj to someone participating for the fi rst time. To include practical details as well as information about the purpose of Hajj and the stages of the pilgrimage. Web search

7 Topic 3 Worship The Mosque Festivals Understanding of the design and functions of the Mosque. Understanding of the following features and symbols, and of their signifi cance: mihrab qiblah minbar. Understanding of the use of aids to worship. Understanding of the role of the Imam and the Mu adhin (Muezzin). Knowledge of adhan the call to prayer. The role of the Madrassah. Understanding of the following two festivals: Eid ul Fitr Eid ul Adha. Design and make a Mosque showing the interior layout. Split class into groups, each group to discuss converting disused building into a Mosque, eg: Church Cinema School. Discuss questions such as: What signifi cant changes would need to be made? What would need to be included? Report back to rest of class. Conduct a formal debate on the topic: the Mosque is only for worship. Research and discuss the role of the Madrassah. Conduct a virtual tour of a Mosque using web sites such as: alrahma-mosque.com/virtual_tour/ Other suggested virtual tours are provided on AQA s web site at studies_a_links.php?id=10&prev=10 Recap work carried out on Five Pillars in relation to aids to worship and the call to prayer, including listening to the call to prayer, creating a mind map on the role of the Imam. Research celebration of the two festivals, including what happens and why.

8 Topic 4 Personal Lifestyle diet Dress Shahadah The concept of Ummah Understanding of the importance of attitudes to food preparation, including: Halal Haram The prohibition of alcohol. Understanding of the importance of attitudes to dress, including the following: Purdah The concept of modesty The hijab. Understanding of the importance of the following aspects: Community Respect Religious duty Good actions The equality of all, regardless of nationality, status or gender. Look up Surah 2: If possible, invite a member of the faith community to talk about Halal food and possibly offer students the chance to try halal foods. If possible, arrange a visit to a halal restaurant or a takeaway. Create a menu made up of halal foods. Construct a list of halal and haram foods. Discuss the tensions a teenage Muslim might experience in his/her social life. Discuss the dilemma of being a strict Muslim who is unemployed and offered a job in a bar or licensed restaurant. Look up Surah 24: Every religion has a special character; the characteristic of Islam is modesty. Hadith. Class debate on Does the hijab promote or restrict a woman s freedom? In pairs, discuss a piece of jewellery or item of clothing they feel strongly about being able to wear. Why is it important to them and relate to the hijab for Muslim women. Find out about different styles of Muslim dress for women and write a magazine article with the title Female style. Find out why some women think that it is not necessary to wear special clothes to be a good Muslim. Refer back to Topic 2 The Five Pillars. Consider what it means to be a Muslim. Brainstorm the different groups that students might be members of, eg football team, scouts or guides, etc. and talk about why it is important to belong, what the benefi ts are, how inclusive the groups are, ie can anyone belong?, etc. In groups, make a display to refl ect the nature of the Ummah. It should show the multi-national character of the Ummah, and the many differences between Muslims, eg race, culture, gender, living standards, age, profession and what unites them the Qur an, Arabic, keeping the pillars. How might belonging to the Ummah impact on the everyday life of a Muslim? How it might help a Muslim moving to this country to settle. In what ways do the Five Pillars reinforce the concept of the Ummah, eg Hajj, Zakah?

9 Topic 5 Family Life Marriage, divorce and remarriage Sexual relationships outside marriage Worship in the home Contribution of the mosque to family life. Understanding of Muslim attitudes to marriage. Arranged marriages. Polygamy. Marriage ceremonies and their signifi cance. Divorce and remarriage procedures. Understanding of Muslim attitudes to: pre-marital sex adultery homosexuality. Understand how living a Muslim life is worship. Prayer and Qur an study in the home. To understand how the mosque supports family life. Brainstorming students views on marriage. Compare these views with Muslim attitudes. What does the Qur an teach about marriage? Discuss does love come before or after marriage? Construct a chart on the advantages and disadvantages of arranged or introduction marriages. The rules for polygamy. Reasons for polygamy. Possible advantages of polygamy. Why not also polyandry? Non-Muslim pupils could compare Muslim ceremonies with western civil and religious ceremonies. Group activity write a marriage contract. Think about what you want to include, what rights you give to the husband and to the wife. Discuss the advantages/disadvantages of such a contract. Reasons why marriages break down. Do arranged marriages make breakdown less, or more, likely? Clear explanation of divorce and remarriage procedures. Discuss the different procedures for men and women wanting to divorce. Look at the relationship problems facing Muslim teenagers growing up in western society: dating, peer pressure, varying relationship models including: single mothers; unmarried couples; trial marriages; single-sex couples. Creation of agony aunt letters on this topic in pairs. Pass letters to another pair who answer the letter. Discussion of reasons for chastity before marriage and the issue of why adultery is seen as particularly sinful. Discussion of Shari ah law as practised in Islamic countries. Consider majority and minority attitudes towards homosexuality (the wikipedia entry on Islam and homosexuality gives a good summary). Consider the meaning of worship in Islam, both as a life lived in obedience to God, and as specifi c rituals and actions like prayer and fasting. Review of prayer and fasting and the festivals to see how far these are home based rather than mosque based. Also marriage (could also consider naming ceremonies). Designing an ideal Muslim home based on a consideration of the features it needs to include, eg arrangements for prayer, for keeping a copy of the Qur an, possibly for accommodating different generations or segregating males and females. Consider how important it is for Muslims to live in a Muslim home. Review the role of the mosque as a centre for faith and community. Write a pamphlet for Muslim families advertising the support available for them at the mosque. Consider whether living in a Muslim family is more/less important that living near a mosque. Consider whether the services of the mosque could be provided online.

10 Topic 6 Justice and Equality Muslim views on justice and equality The role and status of women Causes of prejudice and discrimination Types of prejudice: race, religion and gender Understanding the central role played in Islam by the concepts of justice and equality. Understanding of Muslim responses to prejudice and discrimination. Understanding the concept of equal worth as applied to women. How ideas of equality mesh with the different roles of men and women. Understanding of the terms prejudice and discrimination. Understanding the causes of prejudice and discrimination. Knowledge of types of prejudice, including: racial, religious and gender. Defi nitions of justice and equality. What the Qur an and hadith teach about these concepts and the issue of prejudice and discrimination. Create a mind map or chart illustrating the rights and roles of women in family life and the world outside. Contrast the rights and roles of the husband and wife in the family, and, in groups, consider each of the following opinions: (one per group) Women have a superior position to men Men have a superior position to women Men and women are equally important, but different. Pupils need to understand the difference between prejudice and discrimination. Explore (eg) newspapers, magazines, TV programmes for evidence, of stereotypes that could cause prejudice. Discussion: how would you know if someone was prejudiced? Collect newspaper and magazine cuttings showing examples of discrimination. Relate these back to causes studied earlier. Discuss how Muslims might deal with such instances.

11 Notes:

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