RME Achievement of First Level What does this look like? Primary 4: Prayer and Worship in Islam Significant Aspect of Learning: Investigating religious beliefs, values, issues, traditions and practices through a range of primary and secondary sources. Learning Statements: Practices and Traditions Develop their knowledge and understanding of the celebrations, practices, festivals and traditions in world religions and other perspectives Beliefs Discuss different ways in which people’s beliefs affect their actions and offer simple evaluative comment about this Values and Issues Give examples of the connections between values and actions

First Level Experiences and Outcomes: Practices and Traditions I am discovering how followers of world religions demonstrate their beliefs through prayer/meditation, worship and special ceremonies. I am developing respect for the practices and traditions of others. RME 1-06a Development of Beliefs and Values I am becoming aware that people’s beliefs and values affect their actions. RME 1-09c

Learning Intentions: 1.To recall some of the key facts and beliefs about a world religion. 2.To understand why followers of a world religion choose to pray and how they go about their prayers. 3.To link the prayer and worship practices in the daily life of a religious follower to their beliefs and values. 4.To understand the key features of collective worship during a special ceremony and link the practices of the ceremony to beliefs. 5.To describe ways the in which a religious follower’s beliefs and values affect their actions. 6.To describe ways to show respect for the religious practices of others.

Success Criteria: (set for final task only (For the final challenge and application of learning task, a group presentation of learning ) 1.Agree on a list of four key practices and traditions which Muslims carry out when praying at home or in the mosque. 2.For each of the four practices Muslims carry out (actions) explain why Muslims choose to do each thing (beliefs). 3.Agree on the best way to explain each of your four key points to the other class. 4.Agree which of the key points each person will deliver in the presentation (one key point each). 5.Choose appropriate images to display on the interactive whiteboard (IWB) to help you explain each of your key points. 6.Each person in the group should share one suggestion of a practical way to show respect for the religious practices of a Muslim friend.

Previous Learning: The learner is in primary 4 and had some previous knowledge of Islam. The class had previously learned about 'Welcoming a baby in Islam' at Early Level. At First Level they had previously learned about 'Stories of Muhammad' in primary 2 and 'The Festival of Eid' in primary 3. Before the series of lessons began the learner was able to recall that followers of Islam are called Muslims and that the Muslim holy book is called the Qur'an. They had remembered that Muslims refer to God as Allah. They were unable to recall the link between Allah, Muhammad and the Qur'an so this was a focus in lesson 1.

Lesson 1: Key Facts and Beliefs in Islam LI: To recall some of the key facts and beliefs about a world religion. The purpose of this lesson was to ensure that the learner was clear about the basic key facts and beliefs of Islam. The learner viewed a PowerPoint presentation and two video clips from the BBC Class Clips online resource. The learner was asked to complete a quiz to see how many facts they had recalled. Teacher VoiceLearner Voice and Evidence “ As can be seen from the quiz sheet, the learner was correctly able to answer all of the questions. I was happy that now the basic facts about Islam were understood by the learner that we could now move on to some more challenging concepts. I was particularly pleased that following a long discussion, the learner seemed clear about the link between Allah, Muhammad and the Qur’an, as this is particularly different for children to grasp.” “ I enjoyed watching the video clips. The film where the man went back to the cave where the angel spoke to Muhammad was interesting. It helped me understand where the words of the Qur’an came from and why the Qur’an was written in Arabic ” Islam Facts Quiz

Lesson 2: Muslim Prayer LI: Explain why followers of a world religion choose to pray and how they go about their prayers. The learner benefited from the chance to handle a range of artefacts related to Muslim prayer. BBC Class Clips again proved invaluable in portraying daily life as a Muslim and in inspiring a great class discussion. The learner was set the challenge of producing a resource to help a non-Muslim understand the rules and etiquette of Muslim prayer in the home and Mosque. The success criteria were negotiated between the teacher and the learner. Teacher VoiceLearner Voice and Evidence “The learner’s poster was peer assessed and they received a green light for each success criteria. This is evidence that the basic facts about Muslim prayer have been understood. There was evidence in the discussion that the learner was beginning to demonstrate links between beliefs and actions.” “ The Qur’an is like a rule book for Muslims and they follow lots of rules when praying because the Qur’an tells them what to do. They believe that if they follow the Qur’an, they are following the word of Allah.” Muslim Prayer Rules Poster

Lessons 3-5: Linking Beliefs and Values to Actions LI: To link the prayer and worship practices in the daily life of a religious follower to their beliefs and values. The learner was asked to adopt the role of a Muslim child and write a diary entry of a typical ‘day in the life of’. The aim of the task was to allow learners to understand the dedication needed to carry out five daily prayers. The learner was also asked to complete a two column table, where they had to explain in writing the links between beliefs and actions. Teacher VoiceLearner Voice and Evidence “The diary entry promoted an excellent discussion about commitment and dedication of religious followers. The two column table task provided clear written evidence that the learner could link beliefs and actions.” “ It is a big commitment to pray five times each day. I would have to miss out on time at clubs and time to watch TV” “Muslims pray in Arabic because the angel spoke the words from Allah to Muhammad in Arabic. Muslims don’t like to change the words of Allah.” Diary Entry of a Muslim Child Linking Beliefs and Actions

Lesson 6: Key Features of a Friday Prayer Ceremony LI: To understand the key features of collective worship during a special ceremony The learner viewed video clips of a typical Friday prayer ceremony. Muslim pupils in the class chose to share their own experiences of attending the Mosque. The websites of some local mosques were viewed to demonstrate the role of the mosque as a focus for Muslim community life. A floor plan of a typical mosque was shared, to allow the learner to see how the rooms are used. Teacher VoiceLearner Voice and Evidence “The learner’s annotations on the diagram of the prayer hall provide evidence that the learner can explain the importance of different aspects of the ceremony. The annotations also attempt to explain why certain practices are carried out and therefore I felt the learner was once again able to link beliefs and actions.” “ Going to the Mosque on a Friday means Muslims can meet others who share their beliefs.” “During the ceremony the Imam speaks in Arabic because he wants to use the language the Qur’an is written in. “ “Everyone faces the Qiblah wall because this shows the direction of a Mecca, an important holy city for Muslims” Friday Prayer Ceremony Annotated Diagram

Lesson 7: Developing respect for the practices and traditions of others LI: To explain ways to show respect for the religious practices of others The learners were asked to think back over everything they had learned about prayer and worship in Islam. They were asked to imagine a Muslim friend was coming to visit their home and had to suggest practical ways to show respect for their friend’s religious practices. Learners discussed in groups of four and displayed their suggestions on post-it notes. Teacher VoiceLearner Voice and Evidence “Asking the learner to imagine inviting a Muslim friend to their home made the abstract concept of showing respect more concrete and allowed them to give practical suggestions for showing respect, based on everyday situations. I was very impressed by the suggestions the learner gave in the group discussion and these can be seen in the post-it note display.” “ I wouldn’t get annoyed if a Muslim friend had to leave a game to go pray.” “I would show my friend to a quiet room in my house to do their prayers” “I would offer somewhere to wash before prayer time.” “I would be quiet and would not interrupt their prayer time” Showing Respect Post-it Note Display

Challenge and Application of Learning: Teacher VoiceLearner Voice and Evidence “The learner took on a clear leadership role within their group at the planning stages of the presentation. They confidently explained their key points such as: why Muslims choose to wash before prayer and why Muslims pray in Arabic. They also confidently shared their suggestions for showing respect for religious practices. I was satisfied that the success criteria had been achieved” The learner, in a group of four children, was asked to give a presentation about what they had learned to the other primary 4 class (who had not been studying Islam). The group were asked to write a list of four key points which they had learned about Muslim prayer and worship. They were then asked to plan how they would explain each key point to the other class. For each key point, they were asked to make a link between beliefs and actions. The group chose relevant images to display on the IWB for each key point. At the end of the presentation, the group chose to share their suggestions for showing respect for someone else’s religious practices. “ Muslims believe it is important to be clean before speaking to Allah so they wash before prayer ” “Muslims face Mecca to pray because Mecca is an important holy city in Arabia for Muslims.“ “Muslims choose to fast during Ramadan so that they can focus on their religion. It would be respectful to ask before eating and drinking in front of a Muslim during Ramadan.”

Assessment Summary: How do I know the learner has achieved first level? Drawing on a wide range of evidence, I am satisfied that the learner has achieved first level. Due to the nature of RME, the most valuable evidence came from what the learner said in class and group discussions.the learner said in class Say: The learner has demonstrated,through discussion, a thorough knowledge and understanding of religious practices, traditions and celebrations. The learner in discussion and in their presentation has been able to link beliefs and actions on numerous occasions. Over the course of the lessons, the learner made a number of comments which demonstrated a very respectful attitude. The learner made comments which reflected on their own values. Write: The learner produced a number of pieces of written work which demonstrated knowledge and understanding, links between beliefs and actions and respect for others. Make: The learner produced items such as a poster and a post-it note display which demonstrated increasing knowledge and understanding, an ability to link beliefs and actions and respect for others. Do: The learner successfully presented and explained what they had learned to others in great detail.