How and Why Do Muslims Uphold Their Faith By Giving Commitment To Allah?Islam
Name of Unit: How and Why Do Muslims Uphold Their Faith By Giving Commitment To Allah? / Faith: IslamKey Stage in Which This Unit Should Be Taught: Key Stage 1or Key Stage 2. / Recommended Year Group(if specified):
Previous Learning: This unit complements the other unit on Islam: What does it Mean To Be a Muslim?
That unit may have been taught previously depending on where each unit is placed in the school’s Curriculum Map for RE.
AT 1 Learning About Religion.
Focus: Practices and ways of life. / AT 2 Learning From Religion.
Focus:Values and commitments.
What This Unit Teaches:
The Importance of the 5 Pillars of Islam for Muslims and the commitment to Allah that they give:
The Shahadah: The call to faith;
Salah: The role prayer plays in a Muslim’s life;
Zakat: Giving to charity;
Sawm: Fasting;
Hajj: The importance of pilgrimage.
Ramadan; The festivals ofEid-ul-Fitr and Eid-ul-Adha. / Key RE Vocabulary:
Islam, Muslim, religion, faith, commitment, Allah, God, The Five Pillars of Islam: The Shahadah, Salah, Sawm, Zakat, Hajj;Ramadan, Eid-ul-Fitr, Eid-ul Adha, Prophet Muhammad (pbuh,) Wudu, pilgrimage, pilgrim, Mecca, Kaaba, prayer mat, Islamic compass, values, holy.
Cross - Curricular Links:
Literacy; art and design; numeracy; geography; personal, social and health education; citizenship. / Spiritual, Moral, Social and Cultural Development:
Appreciation of what having a religious commitment means;
Opportunities for reflection;
Understanding of living by values;
Listening to the views of others;
Collaborative learning opportunities;
Developing understanding of and respect for a local and world faith.
Points To Note:
This unit should be taught at the time of Ramadan and Eid-ul-Fitr and / or Hajj and Eid-ul-Adha.
If the half term is longer than 6 weeks, it would be good to include, in addition to the 6 lessons in this unit, additional lessons for the extra weeks teaching in greater depth about the festivals of Eid-ul-Fitr and / or Eid-ul-Adha. / Sensitivities:
Respectful use of names and religious artefacts;
Respect for children and adults of the Muslim faith, especially during discussions around commitment;
Sensitivity towards the activities that Muslims are not permitted to take part in when planning learning activities as part of this unit.
Possible Further Thinking and Extension Activities:
Greater in-depth study of Ramadan and the festivals of Eid-ul-Fitr and Eid-ul-Adha. / Future Learning:Islam within the thematic units of:
The Journey of Life and Death; Understanding Faith In . . . ; Who Decides?
Learning Objectives / AT1 / AT2 / Suggested Teaching Activities / Points To Note
Lesson 1
Pupils should:
Understand that commitment is part of living as a practising believer;
(AT1)
Know what commitment means and be able to identify things that they are committed to.
(AT2) /
/
/ What Does It Mean To Make a Commitment?
Introduction:
Introduce the word ‘commitment’ and ask the pupils what it means?
K.S 1: Whole class activity;
K.S 2: In groups:
Divide a number of statements into 2 categories: “Requires commitment”“Doesn’t require commitment”
e.g.: Training to be a sportsperson, learning a new skill, someone visiting a sick relative once every week, going out with friends, planning a holiday with friends, going to a place of worship every week, praying, etc.
Elicit the following: To show commitment you need to do something on a regular basis and by demonstrating loyalty, hard work and belief in what you are doing.
Main Part of The Lesson:
Key Question: Is it always easy to keep to a commitment? Why? / Why not?
When might it be difficult to show commitment?
i.e. alternatives that seem better at the time come up, etc.
Pupils to share in groups or as a whole class how they show commitment in their lives. Why do they make these commitments? How do they live their commitment(s) out? What do they gain from being committed in this / these ways?
Ask the pupils to each consider who shows commitment to them? / The school? How and why?
Activity:
Create and record a recipe for making the best ‘commitment desert.’
(Ensure pupils understand what a recipe is and how it works!)
Have a prior discussion as a class as to what makes commitment, and what some of the ingredients of their commitment desert might consist of.
K.S 1:Identify 5 ingredients from their recipe which they think are the most important and why.
K.S 2: 5 ingredients only allowed. Pupils have to identify which ingredient is the most important and give reasons for their choice.
Plenary:
KS 1:Class discussion;
KS 2: Individual mind map.
Share the concept of commitment in faith.
How might a believer show commitment to their faith?
Why does a believer have commitment to their faith?
Discuss the commonality of commitment in faiths.
By being committed to a religion, what might this give to followers of that faith?
How might a Muslim show commitment to their faith?
By being committed to the religion of Islam, what might this give to followers of that faith, Muslims? / This lesson can serve as an initial assessment tool to establish what the pupils already know about commitment within a faith.
Learning Objectives / AT1 / AT2 / Suggested Teaching Activities / Points To Note
Lesson 2
Pupils should:
KS1:
Understand that having a faith leads people to act in certain ways;
(AT1)
Be able to share in times of quiet and stillness and recognise the need for time to be quiet and reflective.
(AT2)
KS2:
Describe how religious practice shapes the lives and worship of believers;
(AT1)
Explain how silence and stillness may aid reflection and prayer;
Share about places, times and conditions that are conducive to reflection and,(if appropriate)prayer in their life.
(AT2) /
/
/ How Might a Muslim Show Their Commitment To Allah
Through The First Two Pillars of Islam?
Introduction:
Recap with pupils learning from the previous lesson about commitment, particularly about commitment in faith.
Main Part of The Lesson:
Encourage the children to think about pillars of a building, i.e. of a mosque, church or temple, etc. Discuss the purpose of the pillars and the role and function that they fulfil, particularly to the building.
Introduce the pupils to the idea of pillars of Islam. Discuss the role and function of them.
Briefly introduce the pupils to the five pillars of Islam:
The Shahada,
Salat,
Zakat,
Sawm,
Hajj.
Make children aware that there are five religious duties expected of every Muslim. The foci in this lesson are the first two pillars of Islam:
The Shahada,(daily confession of faith)
andSalat, (the ritual of praying five times a day.)
The Shahada:
Explain to the pupils that Muslims have a profession of faith which expresses two simple but corebeliefs that makes one a Muslim.
These are expressed in The Shahadah:
“There is no god but Allah and Muhammad (pbuh) is the messenger of Allah.”
What does The Shahadah mean? Why is it important for Muslims? How do Muslims express The Shahadah regularly? By expressing the beliefs of it, what are Muslims doing? How does following The Shahadah enable a Muslim to give commitment to Allah?
Salat:
Begin with ‘Odd One Out:’
Show pupils a number of objects and see if they can identify which one is the odd one out and explain why.
Prayer mat,
Compass,
Mosque,
Water.
(Answer = mosque.
Aim of the exercise is for pupils to identify that for a Muslim, prayer can take place anywhere and particularly at set times.
It does not require people to always go to a mosque.
Men are encouraged to pray in congregation – go to the mosque.
Women do not have to pray in congregation.
Lunch time prayer on a Friday is the main prayer of the week for men.)
Before any prayer Wudu must be performed.
A trip to the local mosque to see this in action or invite a Muslim visitor in to demonstrate wudu would be a good possibility.
Alternatively pupils to watch a video clip of a Muslim preparing for prayer:
Hands - 3 times – always start “In the name of Allah”;
Mouth - Cleaned 3 times;
Nose - Water is breathed in gently through the nose 3 times;
Face - The whole of the face must be washed at least once and is often done 3 times;
Right arm - The arm is washed right up until the elbow and this is done 3 times;
Left arm - same as the right;
Hair - Water is passed through the hair – this is done only once, but is compulsory;
Ears - The back and inside of the ears are wiped;
Right foot - Washed up to ankle 3 times – compulsory;
Left foot – washed up to ankle – 3 times.
Wudu does not need to be performed before every prayer but is recommended. However it must be performed before prayer if any of the following has taken place: after going to the toilet, passing wind, contact with excrement, vomiting, falling asleep,taking intoxicating substancesand / or bleeding heavily.
The prayer itself:
A trip to the local mosque to observe this in action would be beneficial.
Alternatively watch a video clip of Muslims praying.
Takbir:–preparing for prayer.
Entering the state of prayer by glorifying Allah. Muslims face towards Mecca. They begin the prayer by saying, “Allahu Akbar” – God is great.
Qioyaam: – seeking God’s protection.
Followed by first chapter of the Qur’an and other chapters.
Ruku:– means to bow.
Muslims say 3 times, “Glory be to God the most great.”
Brief Qiyaam: – Acknowledging God’s greatness.
Muslims recite, “God listens to the one who praises Him.”
“Allahu Akbar” is recited again.
Sujad:–Acknowledging God’s greatness.
Means to prostrate.
Muslims repeat 3 times, “Glory be to God, the Most High.”
Brief sitting: – Time of silence.
“God is great.”
Muslims pause here for a few seconds, either staying silent, or reciting a shorter prayer.
“God is great” is recited once more.
Sujad.
As before.
Tashahhud:– Asking for peace and forgiveness.
“God is great.”
Then Muslims return to the sitting position.
They recite a number of short prayers in Arabic, praising God and sending peace to the Prophet. They ask for God to bestow blessings and peace upon Prophet Abraham and his family and ask for the same for Prophet Muhammad(pbuh.)
Finally, Muslims ask for forgiveness and mercy and ask God to bless them and their children until the day of judgement.
Peace To The Right: – Asking for peace.
The prayer ends by Muslims first turning to the right saying “Peace be upon you, and the mercy and blessings of Allah.”
This is said to the Angels who Muslims believe accompany each human being torecord their actions.
Peace To The Left:– Asking for peace.
The same is repeated – Muslims believe the Angel on the right side records all good actions and thoughts while the one on the left records all bad actions.
Why is Salat so important for a Muslim to follow?
Why do they carry out Salat and all the rituals that are associated with it?
For a Muslim, praying five times a day is important and reminds them of God’s greatness, forgiveness and peace.
Activity:
KS1:
Sequence a set of pictures in order related to Wudu.
Sequence a set of pictures in order relating to the prayer.
Record observations about Salat.
Key Question: What impact might praying five times a day have on a Muslim’s life?
KS2:
Working in groups: Pupils are given a selection of statements/pictures of things people of other faiths may do as part of their prayer life.
e.g.:
Christianity: Lighting of candles, kneeling in silence, going to church and receiving the sacraments, praying as part of a small group, attending confession, etc.;
Hinduism: Standing in front of a shrine at home and in the temple, carrying out puja, offering a gift in the form of food to the deity, etc.;
Sikhism: Attending the Gurdwara and praying, etc.;
Key Question: What is similar with Islam and other faiths
and what is different and distinct about the Muslim way of praying?
Share the common thread running between all faiths: Silence/reverence/stillness, etc.
What does Salat mean? Why is it important for Muslims? How do Muslims carry out Salat regularly? By carrying it out, what are Muslims doing? How does doing Salat enable a Muslim to give commitment to Allah?
How is this similar or different to your own experience of prayer?
Pupils to discuss and record their observations and thoughts.
Plenary:
KS1:
A time of silence. Pupils to sit in circle (a candle could be lit for reflection time) and lead pupils through a reflection time thinking about The Shahadah and Salat and their importance to Muslims in showing commitment in their faith.
Reflect also about the need for time to be quiet and reflective.
Discuss first and then have a period of silence when the things discussed can be remembered in the silence.
KS2:
Class discussion: A choice of questions:
Why is silence so important for prayer?
How can silence and stillness aid reflection and prayer?
How might praying five times a day affect a Muslim’s daily life? When would it be easiest/hardest?
Does praying five times a day draw a Muslim closer to God than a Muslim that doesn’t pray five times a day?
What places, times and conditions have been conducive to reflection and, (if appropriate)prayer in your life?
A time of silence. Pupils to sit in circle (a candle could be lit for reflection time) and lead pupils through a reflection time drawing out the common threadsbetween faiths in relation to prayer and commitment to God. / Background Information
The five pillars of Islam are the five religious duties expected of every Muslim. The five pillars are mentioned individually throughout the Quran and they are listed together in the Hadith when Muhammad(pbuh)was asked to define Islam.
Within a few decades of Muhammad's (pbuh) death, the five practices were singled out to serve as anchoring points in the Muslim community and designated ‘pillars.’
Fulfillment of the five pillars is believed to bring rewards both in this life and in the afterlife.
The pillars are acknowledged and observed by all sects of Muslims, including the largest sect of Sunni Islam, although Shias add further obligatory duties, including: jihad, payment of the imam's tax, the encouragement of good deeds and the prevention of evil.
The five pillars of Islam are:
The Shahada (Daily confession of faith);
The Shahada is the first of the five pillars. Shahada is the Muslim profession of faith, expressing the two simple, fundamental beliefs that make one a Muslim:
“La ilaha illa Allah wa-Muhammad rasul Allah.” ‘There is no god but Allah and Muhammad (pbuh) is the messenger of Allah’;
Salat (Daily ritual prayer);
The second of the five pillars is called Salat, Muslim prayer.
Salah means formal worship in Islam.
Salah consists of the repetition of a unit called rak’ah – prescribed actions and words.
Salah is obligatory for all Muslims unless they are prepubescent, elderly,sick, frail, disabled, menstruating, pregnant or travelling on a long journey.
5 times a day;
Fajr- near dawn;
Dhuhr or Zuhr – after midday;
Asr – in the afternoon;
Maghrib – just after sunset;
Isha – around nightfall.
The purpose of prayer- To communicate with God - reminds Muslims to give thanks for Allah’s blessing and that submission to Allah takes precedence over all other concerns.
Men are encouraged to pray in congregation – go to the mosque.
Women do not have to pray in congregation.
Lunch time prayer on a Friday is the main prayer of the week for men.
Resources:
Wudu
How Muslims prepare for prayer video clips: zone/clips/preparations-for-prayer-wudu/5957.html
Prayer in the Mosque video clips:
mosque/488.html
More Background Information
Zakat:
Zakat is the third Pillar of Islam.It is the compulsory giving of a set proportion of one's wealth to charity. It is regarded as a type of worship and of self-purification;
Sawm (Fasting during the month of Ramadan);
Sawm (also siyam,) fasting, commemorates the revelation of the Quran to humanity during Ramadan, the ninth month of the Islamic year.
During Ramadan, all adult Muslims are required to abstain from food, drink and sexual intercourse during daylight hours.
Exceptions are made for travellers, soldiers, the illand menstruating women, although such people are expected to fast later when they become able;
Hajj (Pilgrimage to Mecca);
At least once in his or her lifetime, each Muslim is expected to undertake a pilgrimage to Mecca, the sacred city of Islam. In Arabic this holy journey is called the Hajj.
While a visit to Mecca is beneficial at any time of the year, the Hajj must take place during the month of Dhu al-Hijja, (the last month of the Islamic year,) to fulfill the requirements of the Hajj.
More Resources:
BBC – Religion and Ethics
RM Learning Alive
Learning Objectives / AT1 / AT2 / Suggested Teaching Activities / Points To Note
Lesson 3
Pupils should:
KS1:
Know that beliefs can cause people to act in certain ways;