TEACHING ISLAM

IN THE
PRIMARY SCHOOL

PRIMARY
RELIGIOUS EDUCATION
SUPPORT
MATERIALS

NUMBER 7
 Very few of the ideas in this booklet are my own.
They have come from a variety of sources over the years.

To all – I am very grateful for their inspiration.

Wendy Ridley
Advisory Teacher

March 2007

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 ISLAMIC ARTEFACTS
Artefacts Topics

The Muslim holy book revealed to Prophet SPECIAL

Muhammad. It is wrapped in cloth, kept in a high BOOKS
QUR'AN place with nothing put on top. It is not left open. SACRED
Hands are washed and head covered before touching WRITINGS
it. It is written in Arabic which is read from right to PRAYER
left.
A folding book stand made of wood and ornately hand
QUR'AN carved; used to raise the Qur’an off the floor when WOOD
STAND (REHL) reading it. BOOKS

Used so the place of prayer is clean. The arch design

is put down facing towards Makkah. The 2 buildings SPECIAL
PRAYER MAT often portrayed on mats are the Ka'ba in Makkah and PLACES
(JA-SAJJADA) the mosque in Madinah. The pillars represent the 5 HOMES
Pillars of Islam. Includes a deliberate design error as PRAYER
a reminder that only Allah is perfect.
Used to find the direction of the Ka'ba so Makkah is
COMPASS faced when praying. DIRECTIONS
PRAYER Used for recitation of prayers; the 99 or 33 beads HANDS
BEADS represent the 99 names of Allah. PRAYER
(SUBHA)
PRAYER CAP Worn by males when praying to keep the hair back. CLOTHES
(TOPI) PRAYER
PICTURES OF Pictorial aids to explain Hajj-one of the 5 Pillars of PILGRIMAGES
KA'BA, Islam. Every Muslim tries to make a pilgrimage to JOURNEYS
MAKKAH, and Makkah. SPECIAL
MADINAH. PLACES
Eid-ul-Fitr is celebrated at the end of Ramadan. FESTIVALS
EID CARDS Eid-ul-Adha is celebrated at the end of Hajj to remind CELEBRATION
people of Abraham's sacrifice.
ALLAH'S Display as high as possible. CALLIGRAPHY
NAME
HADITH Sayings of the Prophet Muhammad (pbuh). BOOKS
HOMES
PATTERNS For decoration patterns are used rather than pictorial PATTERNS
and representation. SIGNS and
CALLIGRAPHY SYMBOLS

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 ISLAM

There are many Muslims in Britain – over 1½ million, mostly from Pakistan, Bangladesh, India
and E. Africa. The first mosque was built in Surrey in 1889. World wide it is the fastest growing
faith, especially in Africa. There are about 1 billion Muslims mainly in N and W Africa, the
Middle East, SE-Europe and SE-Asia.
WHO WAS MUHAMMAD (P.B.U.H.)?
(As a sign of respect, after Muhammad's name is spoken devout Muslims say Peace be upon him
which when written can be abbreviated to pbuh. or saw, the abbreviation for the Arabic.)
Born in 570 CE in Makkah, Muhammad (pbuh) was orphaned while young. He was brought up
by his grand father and by his uncle. He didn't learn to read and write as he had to work - as a
shepherd, then helping his uncle trading. Known for his honesty, kindness and wisdom, at the age
of 25 he married a wealthy widow Khadijah, for whom he worked. They were married for 15
years and had 6 children - 2 died young. After her death he married 8 more times.
The people of Makkah believed in many Gods and worshipped idols. Muhammad (pbuh) believed
in one God and frequently went into the desert hills around Makkah to pray on his own. In 611
CE, in the cave of Hira, he received the first revelation from God through the angel Gabriel.
Revelations continued over the next 23 years. Initially Muhammad (pbuh) was alarmed by the
experience but was reassured by his wife. He preached in Makkah for 13 years but was not well
received by most Makkans.
In 622 CE at the invitation of the inhabitants of Madinah, Muhammad (pbuh) left Makkah (this is
known as the HIJRA) and established the first Muslim community - a city state with Arabs, Jews
and Christians. The Makkans repeatedly tried to attack Madinah. In 630 CE Muhammad (pbuh)
took control of Makkah, smashed the idols in the Ka'ba and pardoned the Makkan leaders. He
died in 632 CE.
Muslims believe:
• Muhammad (pbuh) was a human being, not a divine or semi-divine person. Most would not
describe him as the founder of Islam, that honour is reserved for God.
• God gave messages to many prophets – (25 in the Qur'an are the same as in the Bible e.g.
Abraham (Ibrahim), Adam, David, Isaac (Ishak), Ishmael (Isma’il), Jesus (Isa), John, Lot,
Moses (Musa) and Noah) who all relayed the same message but people corrupted the earlier
messages. Muhammad (pbuh) was the last and final prophet sent by God to humankind - after
him no other prophet will come.
WHAT IS ISLAM?
The message Muhammad (pbuh) preached is not named after him. It is called Islam which is
Arabic for ‘peace’. Peace is attained through submission to the will of God after, or through, a
thorough examination of his teachings, as revealed by Muhammad (pbuh).
A follower of Muhammad (pbuh) is called a Muslim which means 'one who submits'. Islam is a
way of life based on submission and observance to Allah. It is about how to act, right from wrong
and discipline. It entails 5 Pillars (internal duties or basic rules of practice) which are:
1. Shahadah 2. Salah 3. Zakah 4. Sawm 5. Hajj

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1) SHAHADAH:
is the act of bearing witness to the unity of Allah and the affirmation that Muhammad (pbuh) was
his messenger. A Muslim becomes a Muslim by declaring this Shahadah or formula of faith
'There is no God but Allah, and Muhammad is His Messenger’. The Arabic word Allah has no
gender or plural form. Islam is strictly monotheistic and does not accept the Trinity.
2. SALAH:
is the advice to pray 5 times daily so Muslims are constantly reminded of God. Worship can be in
the home, work place, mosque, or street and follows a set pattern of actions and words in Arabic
called RAK’AH. Muslims face the Ka'ba in Makkah, which stands on the foundations of the
oldest shrine of God and contains the Black Stone, given to Abraham by God.
Salah emphasises the important concept of community. Muslims prefer to worship together so
they back each other up in good actions. They say prayer is 27 times more powerful done
together than alone. The communal prayer (JUM'A) day is Friday. The 5 daily mandatory ritual
prayers (RAK'AH) take about 10 minutes. FAJR is at dawn; ZUHR at midday; ASR in the late
afternoon; MAGHRIB after sunset; and ISHA in the late evening.
Salah teaches humility before God, hence the use of bowing, in lines shoulder to shoulder,
standing to attention with hands near to ears, to show one is listening to God and wants God to
hear the prayer. Then bowing and prostrating (SUJUD) to show respect to God, going onto knees
and touching the forehead, nose, palms, knees, and toes to the earth twice.
Artefacts connected with Salah are:
• prayer hats (HOPI/caps or DUPATTA/scarves) for covering the head;
• mat (JA-SAJJADA) - because the place of prayer has to be clean;
• compass – to find the direction of Makkah which is faced during prayer;
• prayer beads (SUBHAH) with 99 or 33 beads and reflecting Allah's 99 names.
WUDU is cleanliness of body before prayer. Muslims speak the name of God then
wash their hands 3x; rinse mouth 3x; nostrils 3x, wash face 3x; right arm from wrist to elbow then
left arm, hair and head; ears; neck; and finally the right and left feet 3x up to the ankles.
HAZZAN is the call for prayers broadcast from minarets by the Muezzin.
MOSQUE means ‘place of prostration’ and is the place where the worshipper bows before God.
Shoes are removed as a sign of respect. The mosque is also a place to meet and often an Islamic
Community Centre. The entire world is regarded as a mosque or a sign of God.
Mosques often have:
• sinks or running water; • a dome and a tower
(minaret);
• a Mihrab which is an alcove denoting the direction of prayer;
• a Minbar which is a short flight of stairs with a platform at the top for
the Imam, leader of prayers, when he is addressing the congregation.
There are no:
• Seats;
• Pictures of heavenly or human beings because Muslims believe Allah created all things so
people shouldn't copy or pray in front of sculptures as only Allah should be worshipped;
• Priests – the community is led by religious scholars;
• In some mosques there is no provision for women to worship as they are expected to pray at
home. In other mosques there is a gallery or separate area for women to pray in.
3. ZAKAH:
is social welfare or purification of wealth. If money remains after everyday expenses have been
met it is obligatory to give a proportion (2.5% of annual earnings) as charity. In some Muslim
countries it is part of the state tax. The money goes to the poor and needy. Equally all Muslims

5
should practice charity every day, helping others in any way they can-giving a smile, time etc.
Muslims should give gifts to others as Allah has given gifts to them.
4. SAWM:
is fasting during the 9th month – Ramadan, the month of abstention. The emphasis is on self-
control and exercising will power. Nothing is eaten or drunk between sunrise and sunset. Children
under twelve are exempt but many want to emulate their elders. Pregnant women, travellers and
the sick may postpone their fast till later.
During Ramadan Muslims try to be celibate; focus on their 5 daily prayers; read the Qur'an; do
honest business; and live in a way that demonstrates submission to God and concern for others.
They are on high moral alert during Ramadan-no lying, cheating etc. and give to charity. They
break their fast with a finger of salt, water, and fruit. Ramadan ends after 29/30 days with the
celebration of EID-UL-FITR-with presents; new clothes, cards, etc.
5. HAJJ:
is pilgrimage to Makkah. At least once in their life Muslims try to go to
Makkah 2 months after Ramadan, during the special week ending with
EID-UL-ADHA. There are 2 million pilgrims at any one time. Men
wear IHRAM-2 white unsewn cloths for the bottom and top part of the
body so whether rich or poor there is no distinction and they are one
before God. There are obligatory rites for all pilgrims including walking
round the Ka'ba 7x to show obedience to God and the unity of worship of the Muslim community.
Hajj literally means effort and involves surrendering one's whole being to God.
WHAT ARE THE BASIC BELIEFS OF ISLAM?
1. TAWHID-Belief in the absolute unity of One God, the Creator of the Universe, with no son, no
partners. Since God creates us all, we are all equal.
2. IBADA-Everything in life, if within the law of God, is worship.
3. RISALAH-Belief in the prophet hood; 25 prophets are mentioned in the Qur’an. They believe
in the Sacred Books of God (the Torah, Psalms etc.), in the 10 Commandments and in the
Angels of God.
4. AKHIRAH-Muslims don't believe this is the only life we are going to live; they believe in a
hereafter which will be judged by God as to whether we have lived well. They believe in the
Day of Judgement (QAYMAH).
WHAT ARE SOME DIFFERENCES IN BELIEF WITH CHRISTAINITY?
Muslims believe Jesus was an honoured Prophet, not the son of God. They accept his immaculate
conception but the Qur’an denies his death on the cross and the resurrection so Easter and
redemption through Christ are unacceptable to Muslims. So is the Trinity-Muslims believe God is
one.
In the creation story Islam rejects the idea of original sin believing each individual to be
responsible for his or her own salvation. Muslims don’t have Eve tempting Adam, there is no
snake and its is a fig not an apple that gets eaten. Humanity has power because of being made in
the image of God and naming everything.

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 HOW MIGHT ISLAM AFFECT DAILY LIFE?
Food:
Muslims should only eat Halal - meaning ‘lawful’ or ‘allowed food’. No flesh of pig (pork,
bacon, lard, ham) or carnivorous animal should be eaten. Lamb and beef should be killed
according to Islamic law so that the blood drains from the body. They shouldn't consume alcohol
or drugs such as cannabis or cocaine.
Clothes:
There are no specific Muslim clothes - it depends on the culture, country, family, and
generation. The Qur'an tells Muslims to dress and behave modestly - to cover their
bodies - men from the waist to knee and women from head to feet except for hands
and face. Most British Muslims are from Pakistan and Bangladesh so many wear
shalwar kameez (loose trousers drawn in tightly at the ankle and a loose shirt). Heads
are covered for prayer.
Calendars:
The Muslim calendar is a lunar one in which the beginning of the month is determined by seeing
the new moon. So the Muslim year is about 11 days shorter than the Gregorian year based on the
sun. If Ramadan occurs during the summer, 16 ¼ years later it will occur during the cool season.
There are differences as to whether the moon has been properly sighted so Muslim communities
may celebrate Eid on different days. Muslims count the lunar years from the year in which
Muhammad (pbuh) migrated from Makkah to Madinah (622 CE).
Islamic groups:
Usually Asians from a Pakistani or Bangladeshi background will be Muslims. In Britain there are
3 main groups - Sunni, Shi’i and Ahmadiyya. All hold to the absolute word of the Qur’an but
have different practices at festivals.
• 90% of Muslims are Sunnis who rely upon the religious community and scholars.
• Shi’ites, mainly from Iran, follow living Imams whom they feel can't make mistakes.
• The Ahmadiyya Muslim community is quite large in Britain after persecution in Pakistan - its
headquarters are in London. It was started by Mirza Ghulam Ahmad from India, who claimed
in the 19th century to have received a revelation from God that he was the Messiah. Other
Muslim groups reject his writings. Their mosques are the same as other mosques and they
share Muslims beliefs and undertake all obligations.

HOW ARE RITES OF PASSAGE CELEBRATED IN ISLAM?

Birth:
A child is believed to be a blessing from Allah and born in a state without sin when
body, mind, and soul are in harmony so there is no need for baptism. The baby is
bathed then the ADHAN (call to prayer), which summarises Muslim belief, are the
first words the baby should hear. They are whispered, usually by the father, in the
baby’s right ear, then the IQAMAT (command to worship) is whispered in the left ear.
The purpose is to drive away evil and to introduce the child to worship. In some
countries honey is put on the babies tongue to ensure that when it hears prayers it will be happy.
On the seventh day the baby's head is shaved (to remove uncleanness associated with birth and to
encourage thicker hair), money is given to the poor equal in weight to the hair, and it is named,
often by the grandfather. Male circumcision may be practised.
The chosen name is often one of the 99 names attributed to Allah. For boys - Muhammad, Ismail,
Isa, Jameel, and Imran are popular; for girls - Nadia, Sofiya, Mariam, Aateka and Safoora.

Bismallah Ceremony:
At the age of 4 years, 4 months and 4 days this ceremony signifies the beginning of religious
training. The child is taught the correct way to pray and perform wudu. There is a special meal,
7
new clothes and sweets are received as presents. In ordinary family life a Muslim child first learns
the prayer positions, then the times and names of prayer and about the history, language and
practice of Islam.
From 7, children are encouraged to get involved so Islam affects their entire
daily life. Girls and boys from 4 upward are taught separately in the mosque
school (MADRASSAH) for 2 hours Monday to Friday after regular school.
They learn Arabic, recitation of the Qur'an, Islamic manners, morality,
obligations, prayers, history and languages like Urdu. They have to pay to
attend the classes and will be taught usually in a rote learning style with strict
discipline. The older children get plenty of homework; there are exams and prizes. It gives the
children a sense of belonging and community.

Marriage:
Marriages were traditionally arranged by the parents; the final decision resting with the girl.
Marriage is a civil contract but the fact that the promises are made in the presence of the Qur’an
make it a religious ceremony. The wedding ceremony is very simple - the couple promise to obey
Gods law. The vows can be made before any 2 Muslim adult witnesses but the local imam and
men from both families often officiate.
It may take place at the mosque but often in the home of the bride or in a large hall. It is common
for the couple not to meet during the ceremony - the bride will be in one room with the female
guests and the groom in another with the male guests.
What is worn depends upon where the families originate. Many Muslim brides in Britain wear a
red shalwar and kameez with gold jewellery. They may decorate hands and feet with mehndi
patterns. A legal document contains anything the couple wish to make a condition of their
marriage. The bride must publicly give her consent to the marriage. The groom gives the bride a
gift of money which is hers for life. A lavish feast follows often with 300-400 guests.
Divorce is permitted in Islam but it is extremely disliked. Islam is not individualistic - it
emphasises responsibility to the family, the community, Muslims in general and all humanity.
Death:
If possible a dying Muslim declares belief that only Allah is worthy of worship. He asks for
forgiveness, reads the Qur’an and prays. Muslims believe in resurrection and a Day of Judgement
when each person is judged according to their deeds. The faithful enter paradise - a celestial
garden of delights with rivers of milk and honey. In contrast the unfaithful are thrown into hell - a
fiery place where they are given scalding water to drink and bitter fruit to eat.
Muslims are not cremated because they believe in a physical resurrection of the body. Friends and
relatives wash the body, as if for wudu, then wrap it in a white cloth, perhaps the one worn on
pilgrimage to Makkah. Funeral prayers are said at home or in the mosque asking that both living
and dead find peace. Burial takes place the day after the death or at the first opportunity, with the
head facing towards Makkah. No extreme forms of mourning are permitted but the reading of the
Qur'an is encouraged. Mourning lasts from one week to three months. Alms are distributed on
behalf of the dead.

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 WHAT IS THE QUR'AN ABOUT?
Qur'an in Arabic means the 'reading’ or ‘that which should be read’. Muhammad (pbuh) did not
claim to have written the Qur'an. Muslims believe the Qur'an is the word of Allah exactly as
Muhammad (pbuh) received it from the Angel Gabriel and the only Holy Book to have survived
unaltered after 1400 years containing Allah's recorded speech.
The first revelation of the Qur'an came to Muhammad while he was praying on a mountain top.
The first message was: ‘Read: in the Name of thy Lord who createth,
Createth man from a clot.
Read: And thy Lord is Most Bounteous
Who teacheth by the pen,
Teacheth man that which he knew not. Surah 96.1-5
This was interpreted as meaning that Allah made man, that he is the giver of all gifts, and that this
new message was to be in writing. This was new to the Arabs who worshipped idols and didn’t
read or write. They scorned such skills and bought foreign slaves to do it so found Muhammad's
teaching hard to take.
Muhammad delivered the message from Allah to anyone who would listen and taught the words
by heart to his friends. Five of Muhammad’s companions learned to recite the whole Qur’an
during his lifetime. It is still important to Muslims to learn it by heart. One who can do so is
called a HAFIZ and is respected. Most Muslims know a number of passages by heart.
Revelations kept coming to Muhammad, on and off, for 23 years. The last message was:
‘They ask thee (O Muhammad) what is made lawful for them.
Say: (all) good things are made lawful for you.’
When Muhammad died, Abu Bakr was elected leader or Caliph in his place. He had the entire
collection of Muhammad’s revelations from memories and notes written in one book. The next
Caliph, Umar, opened many schools for learning the Qur'an and students flocked to them. Even
the young warriors in the Arab armies spent their free time learning to recite the Qur'an instead of
heroic poems, and hundreds of them knew it all by heart.
As the literal word of God, the Qur'an is the Qur'an only in Arabic. A translation can not be the
Qur'an, only a suggestion of the meaning of the words. So whatever their mother tongue,
Muslims recite it in Arabic. It has 114 chapters (SURAH), 6236 verses (AYATS) divided into 30
sections. The special language and structure make it relatively easy to memorise.
The doctrine of the unity and oneness of Allah is central to the Qur'an which gives 99 beautiful
names for Allah. It is regarded as a book of guidance and teaches how to live in a way pleasing to
Allah. It has regulations for daily living, prayer, charity, inheritance, usury, marriage, divorce,
slavery, criminal law etc. The only story in the Qur’an is that of Joseph (Surah 12).
To show its importance when not in use, the Qur'an is wrapped in cloth, kept in a high place, and
nothing is put on top of it. Hands are washed before touching it, symbolising the hope that its
reading will help 'cleanse' the reader's life. Water, wet tissues, a clean hankie or sand in the desert
are acceptable for washing. A verse, 'Bismillah-a-rahman, a-rahim’ (In the name of God, The
merciful, the mercy giving) should be recited when opening the Qur'an. It is often placed on a
stand for use and is not left open. Menstruating women shouldn't touch it. It is used in the daily
prayers, especially during Ramadan.
Muhammad's (pbuh) own sayings (HADITH) and actions in life (SIRA) are collected in 6 books
called the SUNNAH which means example or path.

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 EXTRACTS FROM THE QUR’AN
Devout Muslims repeat this from the opening chapter, at least 10, if not 17 times, a day:
In the Name of God, the Merciful, the Compassionate.
Praise be to God, the Lord of the worlds,
The Merciful, the Compassionate.
King on the Day of Judgement.
Thee do we serve and on Thee do we call for help.
Guide us on the straight path,
The path of those to whom Thou hast been gracious,
Not of those upon whom anger falls, or those who go astray.
This from Surah 112 describes the Unity of God:
Say : ‘He is God, One,
God, the eternal;
He brought not forth, nor has he been brought forth,
Equal with him there has never been any One.’
This from Surah 93 describes God’s care:
By the morning brightness,
By the night when it is still,
Thy Lord has not taken leave of thee, nor despised thee.
The last is better for thee than the first;
Assuredly in the end thy Lord will give thee to thy satisfaction.
Did he not find thee an orphan and give thee shelter?
Did he not find thee erring, and guide thee?
Did he not find thee poor, and enrich thee?
So as for the orphan, be not overbearing;
And as for the beggar, scold not;
And as for the goodness of the Lord, discourse of it.
This from Surah 4.40 describes religious duties:
Serve God and do not associate anything with him.
Show to parents kindness; also to relatives, orphans and the poor, to the person under your
protection whether he is a re1ative or not, to the companion by your side, to the follower of the
way, and to whoever your right hand possess. Verily God does not love any crafty boaster.
This from Surah 82.1-5 describes the Day of Judgement:
When the heaven shall be rent,
when the stars shall be scattered,
when the seas shall be made to boil up,
when the graves shall be ransacked,
A soul shall know what it has sent forward, and what kept back.
This from Surah 2.172 is about true religion:
It is not virtuous that you should turn your faces towards the East or the West,
but virtuous conduct is that of those who have believed in God and the Last Day, and the Angels
and the Book, and the Prophets; and who, though they love their wealth, bestow it upon relatives
and orphans and the poor, upon the follower of the way; and the beggars, and for the ransoming
of captives; who observe the Prayer and pay the Alms; those who fulfil their covenant when they
have entered into one, who endure steadfastly under adversity and hardship and the time of attack
– these are the ones who have spoken truth, they are the ones who show piety.

10
These quotes help promote an understanding of Allah:

To Allah belong the east and the west; wherever you turn, there is the presence of Allah. For
Allah is all-pervading, all-knowing. Surah 2:115
If you think you can control your own destinies, then try to stop your souls leaving your bodies at
the time of your death. Surah 3:168 (also a hadith)
Whoever repents and mends his ways after doing evil shall be pardoned by God. God is forgiving
and merciful. Surah 5:39
Allah has the key of the unseen, the treasures no one knows but he. He knows whatever is on land
and in the sea; no leaf falls without his knowing it; there is not a grain in the darkness of earth or
a green or dry thing, but it is carefully noted. Surah 6:59
He is with you wherever you are. Surah 57:4
Neither slumber overtakes him, nor sleep. He is all that is in the heavens and the earth. Who is
there that can intercede with him, unless it is by his permission? He knows all that lies open
before men and all that is hidden from them, whereas they cannot attain any of his knowledge
except that which he wills (them to attain). His eternal power overspreads the heavens and the
earth and their upholding wearies him not. And he alone is truly exalted, mighty. Surah 2:255
A desert nomad was asked about the existence of Allah. He said:
Camel prints point to the existence of a
camel. Footprints in the sand tell of a
traveller. The heavens with all its stars,
the earth with its mountains and the valley
and the sea with its waves…do they not
point to the maker, all powerful, all
knowing, wise and caring?
These quotes help with moral conduct:
To be charitable in public is good, but to
give alms to the poor in private is better.
Surah 2:271
Return evil with good and he who is your
enemy will become your dearest friend.
Surah 41: 34
Be good to others as God has been good to
you. Surah 28:77
You shall not kill one another. Surah 4:30

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INSIDE A MOSQUE

A mosque is a special place for Muslims to go to pray, just as a church or a chapel is for
Christians. It can be a very simple place. All that is necessary for a place to be a mosque is:
(i) A clean place, sheltered from the weather, where people can meet.
(ii) A marker on the wall towards Mecca, called a Mihrab, so that people can know which
direction to face for prayers.
(iii) Running water so that people can wash before prayers.

1. Complete this drawing of the inside of a mosque.

2. Describe some of the things that happen in a mosque.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________

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 MUSLIM FESTIVALS

RAMADAN
The ninth month of the Muslim calendar is Ramadan. During this month adults and older children
eat and drink nothing between dawn and dusk. A nourishing meal is eaten before dawn and in the
evening. Their commitment to keep this fast means the family gets up very early, especially if
Ramadan falls during the summer.
Some Muslims used to tie a black and white thread round their wrists so when they could
distinguish the black from the white in natural light, it was dawn. When the black could not be
distinguished from the white, the day had ended. Other Muslims used the lines on the palms of
their hands as a 'clock'.
The very young, the ill and the old do not fast because it might damage their health. Younger
children do without sweets or snacks between meals. They gradually learn to miss one meal and
by the age of about 12 are ready to accept the discipline of the fast.
Muslims fast in obedience to Allah’s command in the Qur’an and they follow Muhammad's
example. It helps them to avoid excess and identify in a small way with the poor, and to help
them. It helps them realise how dependent they are on Allah and reminds them to thank him.
For the fast to be acceptable money, possessions and kindness must be shown to less fortunate
people. Muslims try to follow Allah's will in all things, practising kindness, honesty etc.
During the month of Ramadan Muslims celebrate the night when God revealed the first words of
the Qur’an to Muhammad. They call this night ‘Lailat-al-Qadr’ - the Night of Power. During this
month Muslims like to read the Qur’an - many try to read the whole book reading one thirtieth
each day. Most editions of the Qur'an in this country are about 300 pages long.
In school, younger children can be helped to enter into the spirit of Ramadan if milk and biscuits
or crisps are delayed for ten whole minutes.
EID UL FITR
Eid-ul-Fitr is the Festival of Fast Breaking that celebrates the end of Ramadan. It begins as soon
as the new moon is sighted on the last evening of the month of Ramadan. Eid means a day of
rejoicing marked by an atmosphere of peace and forgiveness. It is the day on which to make new
beginnings, to abandon ill-will and grudges and make a fresh start at cultivating harmonious
community. Eid prayer occurs between sunrise and noon and is said at the mosque. The sermon
will stress the duty of charity to the poor.
The celebrations last for three days. Everyone dresses in new clothes.
Special food is prepared and sweets and cakes are taken to relatives and
friends. People visit each other and go to parties. Children receive presents
and money. Many Muslims send greetings cards to each other. On the
morning of the first day Muslims visit the mosque. Later there are often fairs and other kinds of
entertainment.
Recipes
Before going to the mosque for morning prayer, many Muslims have a nourishing milk drink such
as Sheer Kuma or Seweea(n):
2 pints milk Sugar to taste 4 dates 1½ tsp. fine
vermicelli
2 tsp. coconut 2 tsp. chopped nuts Flavouring Sultanas and saffron
may be added.
Chop the dates finely. Break vermicelli into small pieces. Put milk in pan. When it boils, add
vermicelli and dates and simmer over low heat until cooked. Add coconut, nuts, sugar and
flavouring. Serve in small bowls.

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Indian Shortbread
¾ cup castor sugar 1 cup ghee 1 egg 2 tsp. baking powder
Pinch bicarb. of soda ¼ tsp. nutmeg ¼ tsp. cinnamon 2 ½ cups flour
Put ghee in bowl. Add baking powder, sugar and spices. Stir briskly with spoon. Add egg. Stir
till frothy. Add enough flour to make biscuit-consistency dough. Divide into ping-pong sized
balls. Roll each between the palms of hands, flatten with fingers (½ inch thick) leaving finger
marks. Place blanched whole almond in the middle of each circle. Bake in a medium oven until a
pale cream colour. Cool in pan before removing.
EID-UL-ADHA
This Festival of Sacrifice coincides with the completion of pilgrimage or Hajj to Makkah. It
commemorates Abraham who offered his son to God and was allowed to ransom him with an
animal. The sacrifice of a lamb, goat or sheep for each household is to be made on this day or the
following two days. The animal must be two years old and must be healthy. If someone can’t
afford a sacrifice, he may share with others, or when he returns home, he must fast for a certain
number of days in replacement of the sacrifice. A third of the meat is kept for the home; the
remainder is given away, uncooked, to the poor.
Muslims celebrate Eid-ul-Adha at the same time throughout the world. They offer a sacrifice and
the meat goes to the poor. One's own feelings about the sacrifice are much more important than
the action. The Qur’an says: ‘Neither your blood nor your meat reaches Him, only your pity
reaches Him.’
THE DAY OF HIJRAH
Commemorates the day of the migration of
Muhammad from Makkah to Madinah which
marked the beginning of the Islamic calendar.
MAULID UL NABI
Is the celebration of Muhammad’s birthday. 20th
August 570 C.E is the date marking the most
important event in the history of the world to
Muslims. It is a day of great rejoicing on which
the life and teaching of the Prophet are celebrated.
LAILTAT UL QADR
Most Muslims celebrate the Night of Power or
Majesty on the 27th day of Ramadan. It
commemorates the revelation of the Qur’an to
Muhammad.
LAILAT UL MIRAJ
Is when The Night Journey and the Ascension of
the Prophet are celebrated. On the night of the 27th Rajab (the seventh month in the Muslim
calendar) Muhammad was transported by Allah to Jerusalem and saw in a vision some of the signs
of Allah. Muslims commemorate the event by reading the Qur'an and saying additional prayers.

14
Mary Stone devised the following work on Hajj:
MUSLIM PILGRIMAGE

Who?
"Here am I,
Muslims, at least once in a
O God,
lifetime. Women cannot go
at
without husband, brother or son.
Command,
It is physically very demanding.
Here am I."
Why?
It is a religious duty, to obey
one of the five pillars of Islam,
provided health and wealth
permit. Living a good life is
also acceptable. It is a profound
religious experience which Hajj
strengthens faith, develops unity (pilgrimage) their sins, then continue their journey to
and is a sacrificial service to The Fifth
Allah. Pillar of
‘Pilgrimage there to is a duty
Men owe to God, - Islam
Those who can afford
The journey.’ Surah 3:97
How?
In groups-each year more than 1
million pilgrims. Travel by any
means possible. The pilgrim
dress, 2 pieces of white cloth,
denotes equality and is put on
before arriving at Makkah.
What?
Pilgrims circle the Ka'ba seven times,
kissing, touching, or raising their arms
Thy
towards the Black Stone as they pray.
Later they run 7 times between the two
hills, Safa and al-Marwa, which are
associated with Abraham, and drink from
the spring unsealed by Hagar's son-the
Zam-Zam well.
After sunrise on the 9th day - they
walk/ride to Mt. Arafat, pray and confess
Muzdalifah, to say evening prayers before
camping for the night.
On the 10th day they go to Mina for 3
days. Stones (gathered at Muzdalifah)
are thrown at 3 pillars that represent the
devil who tempted Ishmael. They
sacrifice a sheep or goat as Abraham did
instead of his son and share the meat,
giving some to the poor. This marks the
festival of Eid-ul-Adha that celebrates the
end of Hajj.

When? Finally, they circle the Ka'ba again, dress

What skills and attitudes are you
8-13th of the 12th in their ordinary clothes, wash their
hoping to develop?
month-Dhu'l- pilgrim clothes, collect bottles of water
What new vocabulary?
Hijja preferably. from the sacred well and return home.

Teacher's preparation:
1. Read about Hajj in several books, to get the flavour of this very special event.
2. Decide how much content to include and how you might do this in an interesting way.
3. What are the aspects that you want children to reflect on?
4. What activities will you provide? Do these help children to reflect on the meaning?
There are 7 rites to be done in 5 days. The following 4 rites are obligatory for all pilgrims:
1. Pilgrims must be in a state of ritual purity called Ihram so they put on ihram-two unsown
pieces of white cloth for men, to cover the lower and upper part of the body. They also shave
their heads.
2. To go 7 times round the Ka’ba-the House of God and central feature of the mosque at Makkah
(believed to have been built by Adam, rebuilt by Abraham (Ibrahim) and his son Ishmael after
the flood), in an anti-clockwise direction. (tawaf alqudum)
3. To be at Arafat, where Muhammad (pbuh) received his first revelation of the Qur'an, from
midnight to sunset on the ninth day of Dhul Hijjah.
4. To go 7 times round the Ka'ba after visiting Arafat. (tawaf alqudum)

15
Pilgrimage is:
An exterior An A geographical journey; A spiritual journey willing to
journey with 2 interior feeling part of the Islamic sacrifice everything in order
million others, journey on world; recognising that all to obey God feeling sorry for
very hot, many one's own Muslims are equal before their failures (prayers at
sights and God. Arafat).
sounds
Preparation necessary for a Muslim before Hajj:
should be free from able to support the have good health; Take leave,
debt; family whilst away; with prayers at
the mosque.
Pilgrimage starting point for teachers:
Discuss journeys the children have made-to town and to go on holiday. Discuss the feelings
before setting out, during journeys and on arrival-excitement, anticipation, tiredness, and surprise.
What preparations had to be made? Why take certain things?
• Discuss secular journeys to a pop concert or football cup final that may reflect commitment,
fervour and group spirit. Discuss the feelings evoked by a large crowd gathered for the same
purpose.
• Discuss the actions and special clothes worn. What messages do they convey? Do they travel
alone to the event? On return who do they tell? Why do they want to share it?
• Introduce and brainstorm the word 'pilgrimage', 'pilgrim', 'Muslim' and 'Allah'.
• To develop awareness that Muslims live in many places and make journeys from all over the
world children could make a collage from pictures cut from travel brochures showing people
from many countries, different colours, doing different jobs, some being Muslim.
2. Questions worth considering:
• Why do Muslims hope to go to Makkah on pilgrimage?
• What needs to done before they go? How long might it take to save up to go?
• When a Muslim meets millions of other Muslims in Makkah, how might she feel?
• Why does each pilgrim wear two unsown pieces of cloth?
• What might prevent a would-be pilgrim going to Makkah?
• Do you think going to Makkah will make a difference to a Muslim's life when they return?

3. Give each table group a picture, poster or book containing clear pictures of Hajj:
• What do the children notice? (dress; shared movement; shape of building.)
• How do they know it's important?
• What in particular interests them in the picture?
• What questions do they want to ask?
• Each group shares its findings and the rest of the class tries to answer their questions.
4. Children should become familiar with the following vocabulary:
Muslim Hajj ihram Islam
Mecca/Makkah Allah pilgrim pilgrimage
Ka'ba/Ka'aba Muhammad mosque rites
5. Refer again to the possible feelings evoked by such a visit. List the words children offer on the
blackboard. Suggest that they write simple poems with 1 word in the first line, 2 words in the
second etc. ending with 1 word for the last line.
6. Recap some of the main aspects of Hajj (saving money; paying debts; providing for the
family, travelling to Makkah with other Muslims; dressing in white cloth; walking around the
Ka’ba etc.) then each group of children could be responsible for creating one panel in a frieze.
7. Children could pack an imaginary suitcase with all that a Muslim would need for Hajj and say
why they've included the items.

16
8. Children could write and perform a documentary for radio about going on Hajj and add their
own sound effects and music.
9. Children could write a letter to a Muslim friend about a pilgrimage to Makkah.
10. Concluding discussion and assessment possibility:
What makes a pilgrimage different from other journeys? Why do you think many religious people
go on pilgrimage?
11. Use the following stories to reflect on the meaning of Hajj:

RELEVANT STORIES ABOUT HAJJ

1. In a village in Pakistan the Muslims all very much wanted to go on Hajj, but they were poor
people, and no one could afford it, however long they worked or saved up. Then someone had a
bright idea. Everybody in the village should save up as much as they possibly could - all through
the year. By the end of the year there would be sufficient money for one person to go on Hajj
with enough left to look after his family while he was away. So by continually saving, each year
one pilgrim went on Hajj.

Key questions: In what way were the villages ‘pilgrims’? (They all made the sacrifice.)
How do you think the ones left behind felt?

2. A Muslim family saved and saved until one year they had enough money to send their father
on Hajj. You can imagine how he felt. At long last he was going on Hajj. Wonderful. Before
leaving the father visited his neighbours to say ‘goodbye’. They were so poor they were nearly
starving. What was the father to do? (Pause for discussion.) If he gave them money - he wouldn't
be able to go on Hajj. In the end he gave them all the money his family had saved. When his
friends who were pilgrims returned from Hajj, he asked them what it was like being in Makkah.
They laughed at him as if he was joking. ‘But you were there. We saw you there!’

Key Question: What is this story telling us?

3. Once there was a Muslim who very much wanted to go on Hajj. He saved up till the time came
that he could travel to Makkah. He dressed in the 2 white pieces of cloth, walked 7 times round
the Ka'ba and kept thinking what he would tell his friends when he got home.
He was so excited, so pleased with himself when be returned home and told his teacher all about
it. His teacher said, ‘You haven't made the pilgrimage’.

Key Question: What did the teacher mean?

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 PILGRIMAGE TO MAKKAH
Hajj shows the physical and spiritual unity of Islam. The millionaire or the pauper look alike as
all dress simply and concentrate on their worship. Muhammad (pbuh) said 'All of you are from
Adam.’ There is unity of action and purpose.
People can cheat in the performance of the other pillars of Islam. They can go to the mosque and
pray in order to show off as a 'good' Muslim. They can say they have fasted or make a show of
giving to charity. But they can’t cheat on Hajj because it is not worth making so many sacrifices
just to be called Hajji.
God only asks the Hajj to be done once because it is so difficult. The pilgrim must be able to
afford the journey physically and financially. It must be done at the pilgrim’s own expense so
many Muslims save for years. Those who can’t afford it are excused. If in debt they can’t go on
Hajj. They must leave enough money for their family to follow their normal life without
borrowing or stealing and leave provision incase they don’t return.
If they can’t physically do Hajj, they can pay the expenses of someone to go on their behalf, but
they must feel it. The Qur’an says in Surah 2:196: ‘Perform the pilgrimage and the visit (to
Makkah) for Allah’. Women can’t go alone but must be accompanied by husband, brother, son or
another woman because the ritual is very hard.
Hajj takes place at a particular time of year and lasts eleven days. Makkah is normally a small
place of 10,000 inhabitants, mainly merchants. For a specific few days, over 2 million people
descend on it at the same time. Every house is full and marquees cover the surrounding desert.
Any Muslim can go to Makkah at any time of the year and make a private pilgrimage, called an
UMRAH, but this is not the necessary Hajj.
Non-Muslims can’t go to Makkah which prevents it becoming a tourist destination rather than a
religious experience. In the past, some adventurers went by disguising themselves as veiled
women so now women are not allowed to veil their faces when they are on pilgrimage. Bedouin
guards keep constant watch.
Firstly, pilgrims must put on their special clothing (ihram - two large white pieces of unsewn cloth
and sandals) at one of the appointed places, some distance from Makkah. From Europe travellers
by air usually do so at Beirut or on the plane when flying over the appointed place. After doing
so, they cannot kill, fight, become angry, or cut any green plant, leaf, etc. until the pilgrimage has
been completed.
Few pilgrims know what to do so guides take them round in parties and explain everything in their
national languages. The first visit is to the Black Stone which they try to kiss. They go round the
Ka'ba 7x anti-clockwise reciting prayers. Some pilgrims don’t know Arabic so their guide says
the prayer line by line and they repeat it. The first three circuits are taken at a run, to show
devotion and determination. The last four are walked. Each time they pass the Black Stone they
should kiss it but there is such a crush that it isn’t usually possible. Some pilgrims raise their
arms, palms towards the stone and say they feel a tingling in their hands.
Then they move to the ‘praying place of Abraham’ where it is believed Abraham stood when he
rebuilt the Ka’ba. Here, pilgrims say a prayer of thanksgiving and pray for what is nearest to their
hearts. Boys bring them water to drink from the sacred well ‘Zam-zam’ where Hagar and her
baby Ishmael, the founder of the Arab people, found water after they had been left in the desert by
Abraham and were dying of thirst. (This is like the story of Hagar and Ishmael in Genesis 16.)
The pilgrims remember this by running 7x along a special course between the tombs of Hagar and
Ishmael as a reminder of how Hagar ran back and forth looking for water until an angel showed
her the Zam-zam well. These ceremonies are strenuous because of the crowds and heat.
They then travel 13 miles, usually by bus, outside Makkah to Mina, a small village, empty the rest
of the year. When they stop for the night at the appointed place they must collect 21 small stones.

18
As people have been doing this for centuries, the stones have gone, so lorries collect the stones
from the stoning places at the end of the day and bring them back to the desert!
At Mina there are three stone pillars which represent devils who tried to tempt Abraham. Pilgrims
throw their stones at these pillars as a sign that they too will resist temptation. Each pillar has a
high wall behind it and a low wall in front to prevent pilgrims getting so carried away by their zeal
to stone the devil that they miss the pillar and injure someone on the other side. The same night
the pilgrims camp at Mina and it is very cold. They sit up all night reading the Qur'an or praying.
The next day they move on to Arafat and camp at the foot of the mountain. Early next morning
they climb up to see the sun rise and stay until sunset, reciting prayers. They sit and give an
account of their deeds to God, asking for forgiveness for acts which they regret. God will accept
their prayer on three conditions - that they stop what they are doing wrong, that they are truly
sorry, and that they promise to try and not do it again.
Then they go back to Mina for the day
of sacrifice and offer an animal - a lamb
or a calf, in memory of Abraham who
offered his son to God and was allowed
to ransom him with an animal. The
animal must be two years old and
healthy. If someone can’t afford a
sacrifice, he may share with others, or
when he returns home, he must fast in
place of the sacrifice.
This day - Eid-ul-Adha, is celebrated at
the same time by Muslims throughout
the world who also offer a sacrifice and
give the meat to the poor - another
expression of unity. One's own feelings
about the sacrifice are much more
important than the action. The Qur’an
says: ‘Neither your blood nor your meat
reaches Him, only your pity reaches Him.’
Back in Makkah, pilgrims have their heads shaved as a reminder that they have resolved to live
pure lives. Finally, they make farewell circuits of the Ka’ba and kiss the Black Stone. They get a
great sense of the nearness of God and the community of Islam and return home resolved to be
better Muslims than they were before.
Many pilgrims do not go straight home, but go on to Medina where Muhammad is buried. They
visit his tomb and pray at the famous mosque with its green copper dome.
Pilgrims are sorry to go home, yet glad they have fulfilled the lifetime ambition. On arrival home,
people call them ‘Hajji’ (one who has made the Hajj) and treat them with respect. In some
countries they may wear a special green turban.
Pilgrims bring home many mementoes - shrouds from Makkah for their funerals; water from the
Zam-zam well, which may be used to sprinkle on their grave; black and white prayer beads from
Makkah; prayer caps and rugs, and pictures of the Pilgrimage. These things are treasures because
they are reminders of the greatest experience in the life of a Muslim - the Hajj.
As one Hajji said: ‘The crowds are always very great, but you can’t be angry if someone treads on
your foot, you can only say ‘God bless you.’ Everyone is relaxed. You feel completely at ease.
You forget and are unaware of what is happening around you. You don't bother about it. You
cannot really describe what is happening to you.’

SPECIAL PLACES - THE KA’BA IN MAKKAH

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The Ka’ba is the holiest building in the world for Muslims. Situated in the middle of a huge
mosque with many entrances, the Ka’ba is a plain, dark grey stone cube shape, with no windows
and one door, seven feet above ground level. When pilgrims go for Hajj they can’t see much of
the actual building because it is covered with an enormous black cloth. On a wide band around
the cloth are sentences from the Qu'ran, woven in gold thread.
Pilgrims don’t go inside the Ka’ba; they go round the outside 7x. At one corner they try to kiss
the Black Stone which is about seven inches across, framed in an arch of silver-gilt. Pilgrims pray
and feel very close to God and to all Muslims while they are doing these things.
The Ka'ba is opened once every year and usually the King of Saudi Arabia goes inside; washes the
floors and dusts the walls.
The Ka'ba is very old. There is a story that Adam built it on the model of the Ka’ba in Paradise,
and that Abraham had it rebuilt. There are different opinions as to the Black Stone in the wall -
some say it comes from heaven. Others say it is one of the stones left from the house of God built
by Abraham. It seems certain that Arab pilgrims were walking round the Ka’ba and kissing the
Black Stone for 1500 years before the time of Muhammad (pbuh).
During Muhammad’s (pbuh) childhood, when his grandfather was in charge of it, the Ka'ba was a
mound of loose stones, not very high, with a dry well in the middle where pilgrims threw
offerings for the pagan idols they worshipped. It was hard to keep the offerings safe as the
building was falling down because of its age. The best security guard was the poisonous snake
that lived down the well. One day, a thief did steal some of the treasure.
After that, Muhammad’s (pbuh) cousin, who was by then in charge of the Ka’ba, decided to pull
down the old building and rebuild it using the same stones. At first, no one would work there
because they were afraid of the snake which came out of the well to sun itself on top of the wall.
Suddenly a big bird flew down, seized the snake in its talons, took it away and ate it.
There was now no excuse for not getting on with the work but the men said they were afraid the
old building didn’t want to be pulled down. Finally, a man braver than the rest, took a pickaxe
and went to the Ka'ba, saying‘O God, we intend only what is best.’ And he hacked away two of
the corner stones. That night the people watched, saying ‘We will look out. If he is smitten, we
won't destroy more of it but if nothing happens to him, then God is pleased with what we are
doing and we will demolish it.’ In the morning the man went back to work. The others saw he
was not harmed so believed that God wasn’t angry and from then on worked with him on the
demolition and rebuilding.
When they wanted to replace the Black Stone the different clans of workers quarrelled as to who
should have the honour of setting it in the wall. This went on for a week and they could not agree.
At last, they agreed that the first man to come in at the temple gate in the morning should be made
to act as umpire and choose a clan for the honour.
The first man to enter was Muhammad (pbuh). The watchers all knew him and said: ‘We trust
him. He shall decide.’ Muhammad (pbuh) thought about the situation then said: ‘Give me a
cloak’. He took the Black stone and lifted it onto the cloak saying: ‘One member of each clan
should take hold of an edge of the cloak and lift it together.’ They did this and when they got it
into position he placed the stone and building carried on above it.
After Muhammad (pbuh) had been recognised by his tribe as the Prophet and had returned to
Makkah, he had the idols smashed and allowed people to worship the one God before the Ka’ba.

EXPLORING HAJJ WITH KS 1

1. Discuss journeys – going to a city centre, visiting Grandma, holidays abroad etc. Refer to
stories and TV leading to an awareness of countries, far away, which might be visited.

20
2. Discuss feelings before setting out on journeys, during journeys, and what you feel when you
arrive at your destination - excitement, anticipation, tiredness, surprise. What preparations
were made? Who carried the cases? What was in them? Why do we take certain things?
Who made the sandwiches?
3. Introduce the word 'pilgrimage'. Spend time repeating the word, letting it 'roll round your
tongues', thus giving it a 'feel' of importance.
4. Introduce the idea of people who worship God, people called Muslims. Introduce the name
Allah. Write the 3 new words on three A6 posters, prepared with decorated borders which can
became part of a collage made from pictures cut from travel brochures showing people from
many countries -some will be Muslim, people of different colours, doing different jobs etc.
The children may not grasp the idea of time and distance, but could develop awareness that
Muslims live in many places and make journeys from many places.
5. Just as some people visit the Pope in Rome, so Muslims like to go to Makkah - another new
word. Show pictures, video or slides of a pilgrim on his journey. Imagine a Muslim family
helping Dad prepare for his journey. Call your pilgrim Mr Khan.
6. Imagine you are helping him. He will travel by car, aeroplane and coach - years ago, many
people walked all the way. Imagine buying tickets, finding out the time of the flight etc.
7. Pack a travel bag - ordinary things like soap, towel, clothes etc. But also special things to pack
- the two pieces of white material to be worn in Makkah; prayer beads (learn two of the names
of God which they represent); a Qur'an wrapped in a cloth. It will be hot in Makkah and Mr.
Khan won’t be able to wear a hat - so add a telescopic umbrella. Finally count out money for
fares, food and presents. Emphasis the feelings of importance, excitement, anticipation and
happiness.
8. What will Makkah be like? Ask children to watch a blank screen in their minds. Memorise
the pilgrim's cry as he catches his first glimpse of Makkah - 'We are here lord.'
9. Children enjoy pattern so may remember that Mr Khan walking seven times round the central
building which they can see in the pictures. Prayer was another focal point-Mr. Khan saying
thank you for his safe arrival and the communal meal on the last day shared not only by Mr.
Khan, but also by his family back home.

21
The following ideas are from Mary Stone:
INTRODUCTION TO ISLAM USING THE QUR'AN (KS 1 OR 2)

5) Start by discussing books which are special: Does anyone have a special book?
What makes the book special?
Where do you keep your special book? Why?
Would you lend your special book to anyone?
How should you care for someone else's book?
2) Ask if anyone has noticed something new in the room, quite high up. Ask them to watch what
you do. (Take your shoes off, cover your head with a scarf, wash your hands then reach for the
object wrapped in a silk scarf). Ask-What do you think is inside? Why is it wrapped? Walk
round showing the children the inside of the book, looking, not touching. Allow children to
comment and ask questions-show you are interested but don't answer.
3) Explain that it is written in a language called Arabic; ask them to say that word. Arabic is
written from right to left so the Qur'an opens the opposite way to an English book. Ask why
didn't I allow any of you to touch the book? It is the special, precious book of people called
Muslims. It is their holy book called the Qur'an. Ask them to say the name. It is the holy book of
Muslims so they wash their hands before reading it. Was any other book in the room as high as
this one? Why do you think it was the highest? What does this treatment of the Qur'an tell us
about the Muslim attitude to their special book?
4) Now I want you to be detectives who look for clues. That means you have to look carefully
and ask questions. Each table group will be given a picture. I want you to be able to tell the
whole class about your picture, and you might want to ask each other some questions about it.
The pictures could be from the Westhill Project Muslim Photo pack. Number 1 has three copies
of the Qur'an and carved wooden stands; 2 shows learning to memorise the Qur'an; 3 shows wall
plaques of Arabic calligraphy; 4 is of a mother reading the Qur'an to her children at home; 16 is 2
men reading the Qur'an in a mosque. There is also a photo of the Qur'an in Holy Books from
Pictorial Charts Educational Trust, ref. E727 and a poster of men reading the Qu’ran in the Nelson
Photopack.
5) Conclude the session with each group reporting back, sharing what they had discovered about
their picture and the rest of the class making comments and asking questions.
USING PRAYER MATS (KS 1 OR 2)
Muslims use mats at home, work or in the mosque so they have a clean place to perform their 5
daily prayers (Salah) which involve kneeling with the forehead touching the ground.
• Most mats are a about 0.5m x 1m because that is the approximate space needed to pray;
• The arch design shows that it should be laid down in the correct direction for prayer, facing
towards the Ka'ba in Makkah;
• Many mats have 2 buildings on them - the Ka'ba and Muhammad's mosque in Madinah.
• The pillars represent the 5 Pillars of Islam which are the duties all Muslims should follow.
• The fringes have no special significance.
• Green, blue and yellow are traditional Muslim colours.
1) Show children 2 Islamic prayer mats. Ask them to describe them one at a time.
2) Challenge them to find as many similarities as they can e.g. both are like carpets, both have
pictures of buildings on them, both show a building with a dome and a tower, both show what
looks like a big box, both have a fringe at either end, both have pictures of pillars on them.
3) Ask them to describe the differences-one is velvety, the other is plain cotton; one is mainly
green, the other is mainly blue etc.

22
4) Challenge them-how many questions can you ask about these rugs? This can be used for
assessment purposes - the questions asked help to indicate the extent of their understanding.
5) One group of children could then be responsible for finding out the answers using reference
books, interviews etc. and report back to the class. Conclude with 'Aren't Muslim boys and girls
lucky to have so many things to remind them and help them live happy lives?

23
RE Today CEM

24
 USING WUDU - WASHING BEFORE PRAYERS (KS 2)

If possible Muslims always wash before prayer, emphasising physical cleanliness as well as the
cleansing of the heart. Washing in Islam is not a symbolic act, an 'outward sign' of an inward
experience. Washing is part of the process which prepares the Muslim for prayer: body, mind and
spirit are one, not viewed as separate entities.

The stages of wudu are:

1) First recite 'Bismillah rahmanir rahim' (In the name of Allah the most Merciful, the most Kind)
and wash both hands up to the wrists three times making sure the water reaches up between the
fingers.
2) A handful of water is put to the mouth and it is rinsed three times.
3) Water is sniffed into the nostrils three times to clean them and the tip of the nose is washed.
4) The face is washed three times from right ear to left ear and from forehead to throat.
5) The right then the left arm are washed thoroughly from wrist to elbow three times.
6) The wet palm is moved over the head from the top of the forehead to the back of the head.
7) The ears are cleansed by passing the wet tips of the index fingers into the grooves and holes of
both ears and passing the wet thumbs behind the ears.
8) The wet back of the hands are passed over the nape of the neck.
9) Starting with the right foot both feet are washed to the ankle making sure the water has covered
all the foot including between the toes.

Learning Outcomes:
• Children will reflect on how physical actions affect how they feel.
• Children will understand how ritual can link the physical and the spiritual.
• Children will increase their understanding of Islam.

Activities:

1) Ask the children to prepare short dramas or illustrate cartoon strips on the following
sequences: getting ready for supper after playing outside; getting up and ready for school;
getting ready for bed; getting ready to go and visit Grandma; getting ready to go out to a party.
They will probably include washing in many if not all of the sequences.
2) Discuss why washing is so often a part of getting ready. Cleansing is an important part of this
but encourage the children to go beyond this. How does it feel to be clean? Does washing in
the morning help you wake up? Does washing for dinner help you calm down after the
excitement of games? Does a bath before bed help you relax? Does having a graze washed
after a fall help you to feel safer?
3) Consider the practice of being required to wash their hands before touching precious objects at
home; of washing hands before handling sacred texts such as the Qur'an and before touching
the images or the gods in Hinduism.
4) Tell children about Muslims preparing themselves for prayer by washing. You could take
them through the wudu ceremony in mime or ask a Muslim to demonstrate. Conclude with
'Aren't Muslim boys and girls lucky to have this to remind them and help them live happy
lives?'
5) Brainstorm with the children lots of different things people might be thinking of before prayer
time - e.g. a woman with a baby, a man in a shop, teenagers at school. Then ask what would
these people want to think about when they are praying?

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 99 NAMES OF GOD (KS 2)

Learning Outcomes:
• Children will reflect on some of the titles given to God.
• Children will understand that these are influenced by what people believe about God.
Activities:
1. Explore nicknames children may have and the various names/titles you are called (Mrs, Head
etc.). Discuss nicknames and stage names for individuals or groups. What are these people
trying to say about themselves or their stage personae?
2. Show the children some Muslim prayer beads and that each bead represents a name for God.
Explain that Muslim prayer beads are used to help concentration when praising God. They
take each bead between their fingers and say 'God is Good. God is Great. God is one'.
Muslims often carry prayer beads in their pockets or hang them in the car to use when they
have time to spare. Islam traditionally has 99 Most Excellent Names of God e.g. the
Enduring, the Creator, the Recorder, the Guide, the Destroyer, the Watcher, the Withholder,
and the Loving. In the Qur'an Muslims are advised: 'Allah has the most Excellent Names.
Call on Him by his names and keep away from those that pervert them’.
3. Use this to introduce some of the attributes given to God. Include the fact that Muslims use
the Arabic word Allah for God. Ask if they know other titles given to God (e.g. Father, Lord,
King, Creator, Lord of Hosts, Shepherd) and what these mean.
4. Ask how can God be called both a shepherd and a king. This introduces the concept of
metaphor and figurative language, and the idea that God can't be fully described in human
language, so that many names are used to express different aspects of God’s nature.
5. Ask them to design symbols associated with these titles e.g. a crook to symbolise a shepherd, a
crown to symbolise king, or food to symbolise the provider. Avoid drawing human figures as
this may cause offence.

MESSENGER OF GOD (KS 2)

Learning Outcomes:
• Children will understand that some people are honoured by titles in religious traditions.
• Children will reflect on the respect given to some people's names.
Activities:
1. Discuss the use of the words Saint and Holy. Discuss any Saints they know from church
names and the stories of any local saints and people given titles e.g. 'Solomon the Wise'.
2. Discuss why Christians call Jesus ‘Christ’ (anointed or chosen one of God). Jesus is also
called ‘the Son' because of the relationship Christians believe he has with God; also 'Good
Shepherd', 'Lord' and 'Saviour'. Some Christians bow their heads at the mention of his name.
3. Discuss with the children that Muhammad (pbuh) is called the 'Holy Prophet' and also the
'Messenger of God'. Muslims always say 'Peace Be Upon Him' when they say his name.
What message did he bring? What message would children like to receive?
4. Children could think of affectionate or praising titles in a light hearted fashion for friends and
teachers e.g. James the Reader, Mary the Footballer, Mrs Smith the Wise One.

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 RAMADAN

Learning Outcomes:
• Children will reflect on the concepts of obedience to God and self-scrifice.
• Children will understand Muslim practices during Ramadan.

Activities:
1. Ask What time do you get up in the morning on a school day ? Is it different at weekends? On
holiday? Why?
2. Would you get up at 4am for any reason? Brainstorm and write down 20 reasons for getting
up early (e.g. Go to a party; Do your homework; Water the plants; Go on holiday; Collect
Grandma from the airport; Take someone to hospital; Pick mushrooms; See the sunrise; Watch
TV; Have a bath; Feed the baby; Feed the cat; Pray to God; Service your car; Milk the cows;
Go cycling; Help with lambing; Do your newspaper round; Go Fishing; Open your Christmas
or Birthday presents; See a Badger set or bird watch)
3. Ask how many would get up at 4am for each in turn and keep a record.
4. Would you get up at 4am for a whole month for any of these reasons? Discuss why not.
5. Introduce details about the Muslim calendar and Ramadan. Explain the Muslim practices
during the month - rising early, washing, praying, pre-dawn meal, not eating or drinking
during the hours of daylight; keeping morality; big family meal after sunset etc.
6. Explain the reasons why Muslims do such things fpr example that obedience to the will of
Allah comes before one’s own pleasures and desires resulting in a feeling of goodness and
piety.
7. Ask when have you overcome the wish to do things only for yourself? (e.g. Tidy the house, eat
a meal, go to church, paint the front door)

There are many stories you can use to explore the qualities of Muhammad. Here is one which
could be compared with stories about St. Francis:
MUHAMMAD AND THE CRYING CAMEL
Muhammad was walking in the shade of the trees but he was still hot and thirsty. Suddenly, he
heard the sound of a camel crying. Muhammad followed the sound and saw a thin camel standing
in the full heat of the sun with no food to eat or water to drink.
Muhammad looked around for the camel's owner. He was laughing and drinking with his Muslim
friends in a cool, shady spot nearby.
Muhammad walked over to the camel and began stroking its nose. After a while, the camel
stopped crying but it still panted with thirst.
‘Why is this camel tied in the full sun with nothing to eat or drink?’ Muhammad shouted to the
camel owner. ‘Look how thin and unhappy this camel is. Allah has given the camel to help us in
our work, but in return we must look after it and give it food to eat and water to drink.’
The owner of the camel saw how thin and unhappy his camel was and felt ashamed. ‘I have done
wrong,’ he said. ‘Muhammad has reminded me that the camel is one of God's creatures. I am
sorry for what I have done.’

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 EIGHT STORIES ABOUT NASRUDIN

These stories are told mostly for fun. Some Muslim teachers use them to show how the mind
works. His stories have been translated into many languages. Turkey has an annual festival at the
place where they claim Nasruddin was born where they act out stories.
It is believed that when Nasruddin was a boy in Isfahan, his school friends preferred to listen to
him rather than to their teacher. The teacher couldn’t stop him, so cast the following spell:
‘From now on, however, wise you become, people will always laugh at you. From now, whenever
one Nasruddin tale is told, people will feel compelled to tell them until at least seven have been
recited.’

FORGOTTEN HIMSELF
Nasruddin called at a castle to collect for charity.
‘Tell your master,’ he said to the doorkeeper, ‘that Nasruddin is here and asks for money.’
The man went into the building and then came out again.
‘I'm afraid that my master is out,’ he said.
‘Let me give you a message for him then,' said Nasruddin. ‘Even though he has not contributed,
he can have this advice, free. Next time he goes out, he should not leave his face at the window.
Someone might steal it.’
EVEN FIRE
Nasruddin tried to get his fire going but the embers would not produce a flame, no matter how he
puffed on them. Losing his temper, he shouted, ‘I'll bring my wife if you don't light!’ He puffed
harder. The charcoal glowed more strongly, so he snatched up his wife's hat and put it on, to
increase the effect. Suddenly, there was a flame. Nasruddin smiled and said ‘Even fire is afraid
of my wife.’
HIS NEED IS GREATER THAN MINE
One day Nasruddin brought home a cake of soap. His wife decided to wash his shirt. No sooner
had she started to soap the shirt than a huge crow swooped down, snatched the soap and flew to
perch on a branch nearby. She gave a furious cry. Nasruddin came running out of the house.
‘What's happened, my dear?’
‘I was just going to wash your shirt when a huge crow came down and snatched the soap!’
Nasruddin was unruffled. ‘Look at the colour of my shirt and look at the garment of that crow. It
is just as well he was able to get some soap, even at my expense.’
CREEPING UP ON HIMSELF
The night watchman saw Nasruddin prising open his bedroom window from the outside.
‘What are you doing, Nasruddin, - locked out?’
‘Hush. They say I walk in my sleep. I am trying to surprise myself and find out.’
SOMETHING FELL
Nasruddin’s wife heard a tremendous thump and ran to his room.
‘Nothing to worry about,’ said Nasruddin, ‘it was only my cloak which fell to the ground.’
‘What, and made a noise like that?’
‘Yes, I was inside it at the time.’

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THE FOOL
A philosopher, having made an appointment to see Nasruddin, called at his house and found him
away from home. Angrily, he picked up a piece of chalk and wrote ‘Stupid Oaf’ on Nasruddin's
gate. As soon as he got home and saw this, Nasruddin rushed round to his friend's house.
‘I had forgotten,’ he said, ‘that you were to come to my house. And I apologise for not being at
home. Of course, I remembered the appointment as I saw that you had left your name on my
gate.’
WHO AM I?
After a long journey, Nasruddin came to Baghdad. This was the biggest place he had ever seen,
and the crowds pouring through the streets confused him.
‘I wonder how people manage to remember who they are in a place like this,’ he thought. ‘I must
remember myself well, otherwise I might lose myself.’
He hurried to an inn. A man was sitting on his bed next to the one Nasruddin was allotted.
Nasruddin thought he would have a nap, but thought he would have a problem of how to
remember who he was when he woke up. He told the problem to his neighbour.
‘That's easy,’ said the man, who was a bit of a joker. ‘Here is a balloon. Tie it around your leg
and go to sleep. When you wake up, look for the man with the balloon and that will be you.’
‘Excellent idea,’ said Nasruddin, and went to sleep. He awoke later and looked for the balloon. It
was tied to the leg of the joker.
‘Yes, that must be me,’ he thought. Then, in a panic, he started pummelling the other man.
‘Wake up! Something has gone wrong. Your idea was no good!’
The man woke up. ‘What's the trouble?’
Nasruddin pointed to the balloon.
‘I can tell by the balloon that you are me. But then - Who am I?’
TOO HEAVY
Nasruddin rode his little donkey to the vegetable bazaar. The market was bright with piles of
purple egg-plants, green cabbages, and yellow melons. He enjoyed bargaining with farmers who
were his good friends.
Before he knew it Nasruddin had bought more than his wife had ordered. The vegetables
stretched the shopping bag. He put the heavy beets and melons in the bottom, the medium weight
egg-plant and cabbage in the middle, and the tender herbs on top. He stooped under the weight of
his bag as he staggered with it towards his donkey.
For a minute he stood beside her, thinking. The donkey braced her small feet, expecting him to
load the saddlebags as usual. Instead, he whispered into her long, twitching ears,
‘How tiny you are!’
Then he climbed on to the donkey's back, holding the bag of vegetables out at arm’s length. He
sat, as he often did, facing backwards, to be polite to the friends he was leaving in the bazaar. He
clucked to the donkey and started jogging through the village towards home.
He held the vegetables out stiffly at arm’s length first with one hand, then with the other, and then
with both. He rode so awkwardly that women peered at him from behind their veils and boys
laughed heartily.
‘Why are you carrying your bag like that? Why don’t you put it in the saddlebag?’ asked a boy.
‘Oh no’ said Nasruddin. ‘These vegetables are heavy and my donkey is small. It would be too
much of a load for her to carry the bag and me, too. So I carry the bag and she carries me’.
The boy started scratching his head and trying to understand, while Nasruddin rode on home,
holding his heavy bag of vegetables out at arm’s length, feeling tired but happy that he was saving
his little donkey the extra burden.

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 ISLAMIC DRESS

Dress styles vary across the Islamic world according to climate and custom, but there are
guidelines in the Qur'an - Muslims should cover their bodies decently. A man should cover at
least from navel to knees, and a woman should be covered from head to feet, leaving hands and
face and clothing should not reveal her figure.
The Burqu
This garment covers the whole of the woman’s body, and is common in Pakistan. It consists of a
full robe often attached to a head-piece with two holes for eyes or a lattice to look through.
The Shalwar and Kameez
The Kameez is a tunic worn over shalwar, which are loose trousers.
They are commonly worn by both sexes in Pakistan, the men wearing
plain cotton garments for everyday use, but sometimes embroidered
kameez on special occasions. Women wear brightly coloured suits
which are often ornately embroidered with sequins and shisha work
(embroidery incorporating small pieces of mirror or other reflective material). A matching
dupatta would also be worn.
Dupatta or Chuni
This is a commonly seen head covering worn by Muslim women in England. It is a long, delicate
scarf, often embroidered and fringed. Although many Muslim women no longer cover their faces,
it would be automatic for a lady to slip the dupatta over her head before going out.
Garara
These are trousers, worn with a kameez which flare from the knee. These garments are often
worn at weddings and are beautifully decorated and embroidered.
Vasket
This is a child’s garment made of richly coloured velvet or felt with embroidery and shisha work.
Children are often given a new vasket for Eid.
Djibba
This is the traditional cotton dress of Arab men, worn in the hot summer. The
djellaba, made of thicker fabric (such as goat hair), is worn during the winter.
Chuppals
Men and women both wear this type of open footwear. They are beautifully made
from leather and are decorated with embroidery.
Topi
This is a small skull cap worn in the mosque as a mark of respect to Allah during prayer.
Chadhar
This is a special chuni worn by Muslim women when in prayer. It is larger than a chuni, covering
the head, arms and hips.
Baranda or Paranda
This is a decorative hair braid used to add length to a woman’s plait.
Sari
The sari is worn by Muslim women in Bangladesh and by some in Pakistan. The cloth is wrapped
around and pleated into the waist, and the remainder arranged over the shoulder.

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 ISLAMIC ART

Islamic works of art and design are all made to the glory of Allah, whether for use in the home or
mosque. Islamic decoration has 3 main elements which are often combined in the decoration of
one object:
•calligraphy in Arabic script (being the language of the Qur’an it has special significance);
•arabesques, scrollwork, and other floral or plant-like designs;
•geometrical designs using a regular division of the circle in many different ways.
The geometry of Islamic patterns represent universal, harmonious laws that express the unity
within diversity of the world and symbolise the Islamic principles of Tawhid (the unity of all
things) and Mizan (order and balance) which are the laws of creation in Islam.
Depiction of living things (especially people) is blasphemous because it rivals the creativity of
Allah though in some non-religious settings it may be used.
Repetition and variation are important aspects of Islamic design. A series of tiles may consist of 1
or 2 shapes but the patterns may all be different. Symmetry is very important.
The patterns are symbolic. They all develop within the circle which is a symbol of unity. The
circle is also a symbol of heaven, representing the arch of the sky.
The compass is regarded as a sacred tool because it is used to draw circles and is symbolic of the
rotations of the planets in the heavens.

UNIT OF WORK ON 5 PILLARS OF ISLAM FOR KS2

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When selecting content for this unit of work both AT1 - Learning about Religions & AT2 - Learning
from Religion should be covered equally.

Task/Activity Learning Outcomes

Week 1: Introduction to Islam: Children will:

• Show a board game, don’t explain the rules & ask for volunteers to play • learn a basic Muslim
it. When they can’t - discuss the need for rules-in school, on the road, vocabulary & become
etc. Explain that many people try to follow guidance on how to make the familiar with the five
most of life. Recap on the rules Christians try to follow. Today we are pillars of Islam.
going to learn what guides a Muslim in their life.
• reflect on the things
on which they depend.
• Show a pictorial representation of the five pillars of Islam. Explain that
each pillar represents an aspect of Muslim worship & each supports the • begin to think about
‘temple of faith’. The pillars suggest a way of living that is effected the community
both daily & in a person's lifetime. Emphasis the sense of community aspects of Islam &
created by large numbers of people sharing beliefs & ideals. how Islam affects
Muslim's lives.
• Each child could create, in the style of the pillars of Islam, their own
picture containing 5 things that are important or ‘support’ their lives or
5 things they would like to achieve in their lifetime. On each pillar they
write a few words about the 5 pillars or 5 ambitions of their life -
putting their name on the supported plinth. The activity should
illustrate the importance of the 5 pillars to Muslims.

Task/Activity Learning Outcomes

Week 2: Shahadah - faith: Children will:

• In groups children to discuss & decide on a definition of ‘faith’ e.g. trust; • gain an understanding
total confidence in something. of Shahadah.

• reflect on their own

• Discuss some of these as a whole class then return to groups to discuss
faith or lack of faith, &
things they have faith in. Personal & shared faiths should surface e.g.
the importance of faith
that all the children will be allowed home at the end of school!
both in religion & in
everyday life.
• Remind the class that in Islam ‘Shahadah means faith & it is a
declaration that there is no God but Allah. Explain that Muslims have • have basic knowledge of
faith in Allah as God & Muhammad as his final prophet. Remind the class Muhammad’s life.
of the life story of Muhammad if covered at KS 1 or tell it if not
previously covered. • understand what is
meant by the word
• In groups discuss the role played by Muhammad in Islamic faith. Whole ‘prophet’.
class discussion of the qualities that might inspire faith.
• be encouraged to think
about qualities which
• Decide which qualities you would choose in a person you wanted to follow.
inspire faith.

• Each child to draw a picture, or write a description, of this imaginary

person, listing their good qualities as a border.
Task/Activity Learning Outcomes

Week 3: Salah - prayer: Children will:

32
• Remind the class that Salah means prayer & explain that Muslims try to • have understanding of
pray 5x each day, at set times & in a set way. Salah & of why people
pray.
• Ask why they think Muslims pray at a set time & why 5x. Prayer is a way
to remember the presence of God;by praying at set times Muslims can • know details & times of
never forget the importance of God. ‘Prayer is a refreshing stream into Muslim prayers.
which we dip 5x a day’.
• consider advantages &
• Ask the children to imagine a daily duty like this & the effect it would
disadvantages of daily
have on their lives. In pairs discuss how many advantages &
prayer.
disadvantages of praying they can think of then discuss as whole class.
Remind them that many people pray. • have heard a Muslim
call to prayer & read a
• Listen to a tape of a range of common sounds (fire engine etc) then to
translation.
the Muslim call to prayer (on Gift to A Child tape) & ask what the words
might mean, bearing in mind what has already been learned. • have experimented to
• As a class look at a translation & discuss the content. Compare it to see how different
Christian prayers. sounds carry.

• In groups create their ‘call to assembly’. Test the calls in the playground
& see which are the most effective.

Task/Activity Learning Outcomes

Week 4: Zakah - charity: Children will:

• Remind the class that Zakah means charity & explain that Muslims give • have knowledge of
Zakah of 2½% of any money received. (Not including money needed for Zakah.
essentials like food & clothes.)
• have thought about
• The money collected goes to help other Muslims; repairs for hospitals charity & come to some
etc. Zakah is an offering to Allah & a duty willingly undertaken. They conclusions.
give gifts to others as Allah has given gifts to them. In some places,
Zakah is part of the law. • know some of the
implications of giving
• Muslims should practice charity every day, helping others in any way they
money to charity.
can-giving a smile, time etc.
• have had a personal
• In groups discuss ‘Is it a good idea?’ ‘Should it be obligatory or
experience of a process
voluntary?’ Each group to report back to class.
similar to Zakah.
• Introduce a voucher scheme whereby each child receives a ‘free ½ hour
voucher’ for the end of the school day. Before the end of the day offer • have been introduced
to exchange each voucher for a 10p donation to charity. Each child to, & recognise, a moral
decides whether to cash in their voucher. If they keep the voucher they dilemma.
get ½ hour free class time, if they hand it in the charity receives 10p &
they could do a special science lesson e.g. taste testing chocolate.
• Next day whole class discussion about the activity: what did they feel
when told about the vouchers? Did they feel they had a choice? Were
they disappointed that something that was theirs was taken away? What
help did the charity donation do? What did they feel during the science
lesson? Relate the activity to Muslims & Zakah.

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 Task/Activity Learning Outcomes

Week 5: Sawm - fasting: Children will:

• Explain that the Muslim calendar is based on movements of the moon; • know about Ramadan;
that the months have special names & that this pillar is based around the when it takes place; &
month of Ramadan. for how long.
• Fit & healthy Muslims (aged over 12) don’t eat between sunrise & sunset • know of some sacrifices
during Ramadan. Discuss how long that is without food. Explain that people are willing to
because of the lunar calendar, Ramadan is at different times each year. make for religion & in
What are the longest & shortest times of fasting? life generally.
• Explain that the point of Ramadan is: 1) to show sacrifice to Allah; 2) to
• know the reasons for
identify with the starving; 3) as a reminder of responsibility to help
Sawm.
others; & 4) to learn self discipline.
• Discuss what people don't choose to go without (houses, education, health
care, playgrounds, & clothes).
• Discuss what we can choose to go without & what we do with the things
we choose to go without, however small.

Task/Activity Learning Outcomes

Week 6: Hajj - pilgrimage: Children will:

• Remind the class that Hajj is pilgrimage to Makkah. • develop an
understanding of Hajj,
• All the pillars require a ‘breaking-off’ from normal life, but Hajj is a
what it involves, & the
complete suspension of ‘normal’ activities.
commitment.
• Divide the class into four investigation groups.
• practice research &
• Group 1 investigates the Hajj journey; route/time taken/support for group work skills.
family at home/costs/accommodation/etc.
• gain experience in
• Group 2 investigates what happens in Mecca.
presenting information
• Group 3 investigates the rules of Hajj: who can go/when it is/any special & in speaking & listening
preparations or qualifications needed. skills.
• Group 4 investigates why Muslims go/when did it start?
• Supply the groups with resources & ask them to devise their own way of
presenting their findings to the whole class.

Task/Activity Learning Outcomes

Week 7: Conclusion - revision: Children will:

• Having explored the 5 pillars revise the pillars, attempting to pick out • will reflect on their
short ‘mottoes’ or ‘morals’ that exemplify each pillar. e.g. Shahadah - understanding of Islam
(faith) - trust or confidence; Salah - (prayer) – dedication; Zakah - through determining
(charity) - helping others; Ramadan - (fasting) - self-control, sacrifice or mottoes for living.
perseverance; Hajj - (pilgrimage) – commitment.
• know about Islamic
• Explore examples of Islamic art/calligraphy/design. Bring attention to design & practice their
the lack of human & animal representation resulting from the belief that understanding when
only Allah can create life. they decorate their
• Ask each child to write their chosen motto decorated in an Islamic style. mottoes.

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