A PowerPoint presentation on Hajj. It has been written by Aliya Azam.
A PowerPoint presentation on Hajj. It has been written by Aliya Azam.
An investigation into Buddhist values through a study of the Buddha’s enlightenment and one of his previous lives.
KS1 and lower KS2. Originally written by Lorraine Haran, updated in April 2019.
The Four Noble Truths
The Noble Eightfold Path is the way to end suffering and become enlightened (Magga).
(When people follow the path, the wheel turns in a positive direction traditionally clockwise symbolising their development).
The Five Moral Precepts: Buddhists should refrain from:
(There is a positive aspect of each precept, e.g. it is not enough not to harm – one should show compassion for all living things).
Enlightenment and Nirvana: Buddhist believe that there is a cycle of birth, life and death and rebirth. This goes on and on. They believe that unless someone gains Enlightenment, when they die they will be reborn. If a person can gain Enlightenment, they can break out of this Breaking out of the cycle is called Nirvana (sometimes called Nibbana) It is the end of everything that is not perfect. It is perfect peace, free of suffering.
Meditation: Buddhists try to reach Nirvana by following the Buddha’s teaching and by Meditation means training the mind to empty it all of thoughts. When this happens what is important comes clear.
Buddha: the ‘Awakened’ or ‘Enlightened’ One. The Buddha was born as Siddhartha Gautama in Nepal around 2,500 years ago. Siddhartha was born into the royal family of a small kingdom on the Indian Nepalese border. He is believed by Buddhists to be a human being who became Enlightened (awakened).
Dharma: universal law; ultimate truth. The teaching of the Buddha.
The Jataka Tales or Birth Stories form one of the sacred books of the Buddhists and relate to the adventures of the Buddha in his former existences, in both human and animal form. The Buddha was a great storyteller and often told stories illustrate his thinking. Stories were also told about the Buddha by his followers both to explain and understand the Dharma. These stories have been passed down to the present day and the most popular ones are the Jataka tales, a collection of hundreds of tales about the Buddha’s past lives. They show the kind of life one should lead to become a Buddha one day. In many of these stories, the Buddha appears as an animal to teach the value of qualities such as kindness, compassion, and giving.
Karuna: compassion. The importance of being compassionate, generous, kind, truthful, helpful and patient: Actions have consequences.
Resources:
This lesson requires several images and a video clip of Siddhartha’s life. You will need to find these online before you start.
Images: lotus flower, Prince Siddhartha, Gautama Buddha
Video clip: the life of Siddhartha Gautama, or the life of the Buddha
Show the class an image of a lotus flower. This is a well-used symbol in both Hinduism and Buddhism and you will find may examples online.
Explain to the children that the flower is a lotus flower and that this is a symbol that is frequently used in Buddhism, because it shows how something beautiful and precious can grow out of the soil of the earth. Explain that they will be thinking about the most valuable things in the world in the next few sessions and that this will include an investigation into what followers of the Buddha – Buddhists – think is most valuable.
Ask the children for their ideas about what is most valuable (a) in their lives and (b) in the world.
Explain that in Buddhist philosophy many people can be seen as too distracted to see what is really valuable in life. The person whose teachings they follow became known as ‘The Buddha’ and they are going to find out about his life and what he taught.
Write the names ‘Prince Siddhartha’ and ‘The Buddha’ on the board. Play the video clip you have found. Explain that at the end you will talk about how the Prince became The Buddha. Play the video.
At the end of the film, show the children a picture or image of the Buddha and ask them to recall the story: what do they think were the most important parts? Record what pupils say on sticky notes and share with class, placing answers around the image.
Ask the children to share experiences and feelings about times when they have done something that was extremely difficult, for example, learning something new or embarking on something that will take a long time. What do they think were the difficult things that Prince Siddhartha did when he went on his search for the truth about life? Ask them to complete the sentence, “I think the hard challenges that Prince Siddhartha had to face were…” and to explain why they think these were hard challenges. Can they think about how he might have been feeling when he saw the old man, the sick man, the dead man and the ‘seeker’? [This activity could be done as a ‘hot seat’ activity for lower KS2].
Ask the children to share experiences of times when members of the class have experienced or done something that put the needs of others before their own. Ask them to respond to such questions as:
Some children could go on to draw a picture of an experience of a time when they put others first, and write simple sentences about it.
Next, remind the children of the part in the film where the Buddha remembers all his ‘past lives’ and explain that Buddhists believe that when a person dies they will usually be ‘reborn’ in a different form depending on how they have lived their life. There are many stories in Buddhism that describe the Buddha’s previous ‘lives’, sometimes as an animal. These stories show how the Buddha did many helpful things in his previous lives and this helped his progress from one life to the next. One of these stories is about a monkey king who put others before himself.
Download the story: http://www.clear-vision.org/Fileshttps://clearvision.education/wp-content/uploads/2018/06/MonkeyKing.pdf/MonkeyKing.pdf
Read the story from the beginning and stop at the point where a mango falls into the water and drifts downstream. Ask the children to talk with each other about what might happen next.
Read the rest of the story. Stop reading from time to time to check understanding.
Engage the children in a sequencing activity to help them recollect the main aspects of the story. Provide them with a set of the following sentences on separate cards [You could also provide the pupils with a set of six picture cards depicting these scenes: you can find these in the Clear Vision pack if you have it]:
Ask the children to work in small groups to put the cards in sequence, making sure they can justify their choice of order. Most children can then go on to write their own sentence for each picture, using some key words that you can put up on the board: Moon, mountain, river, monkey, mango, tail, King, died, tree, bridge, monument. Some children may be able to independently write up the story, using illustrations and key words as support.
Next, engage the children in a drama re-enactment of the story. [This could also be adapted for a Music activity, with children choosing choose a variety of musical instruments which will they think will express the emotional tempo of key events in the story, e.g., finger cymbals – calmness, drums – the King’s men approaching, bells to build up to tension, or an Art activity with children using different media to make props representing, e.g., masks, river, tree branches, crowns.]
Ask them to imagine that they are one of the band of monkeys living harmoniously in the mango tree. Take them through the following actions:
Then ask the children to respond to such questions as:
Prepare the outline of a mind-map on what the Monkey King might be thinking and show it to the pupils. Ask them to complete their own version in small groups and to share their ideas with the rest of the class.
Encourage the children to then offer views about what Buddhists might believe this story tells them about what is of great value and to add their ideas on the edge of their mind- map diagrams.
Engage the pupils in a ‘Conscience corridor’ activity around the Monkey King’s sacrifice:
The ‘Conscience corridor’ activity could then be repeated, but with a different pupil playing the part of the human King. This time the dilemma is whether to order his men to shoot the Monkey King:
Again, at the end of the corridor, ask the pupil playing the part of the human King to recall the main reasons given on either side and to say what they would have done in the King’s situation. What were the main reasons for their decision? What do they think a Buddhist would do, and why?
At the end of the activity, engage pupils in a class discussion and write up their ideas on sticky notes to put on a ‘Monkey King’ poster. Ask them for their responses to such questions as:
I think that Buddhists value ………… the most.
An investigation into the purposes and practice of prayer for Muslims.
For 5-8 year olds. Originally written by Fiona Moss. Updated in April 2019.
Five pillars: The basic precepts of Sunni Islam including belief in One God and his prophet Muhammad, prayer, giving of charity, fasting and pilgrimage to Mecca. Shi’a Muslims observe the 5 Pillars plus additional obligatory acts.
Salah: Communication with, and worship of, Allah, performed under specific conditions, in the manner taught by the Prophet Muhammad and recited in Arabic. The five daily times of salah are fixed by Allah.
Shahadah: Declaration of faith, which consists of the statement, ‘There is no god except Allah, Muhammad is the Messenger of Allah’.
Minaret: high tower on the Mosque which is traditionally the place that the call to prayer is shouted from.
Adhan: the words that call Muslims to pray 5 times a day.
Allahu Akbar (four times) – God is most great
Ashhadu an la ilaha illa- Allah (once) – I witness that there is no god except God
Ashhadu anna Muhammadan rasula- Allah (once) – I witness that Muhammad is the messenger of God
Hayya ala-s-salah (twice) – Come to prayer
Hayya ala-l-falah (twice) – Come to salvation
Allalhu Akbar(twice) – God is most great
La ilaha-illa-Allah (once) – There is no god except God
Belief: a confidence that something is true that is not easily proved and is something that others will have different views and opinions about. The term often refers to people’s faith or religious convictions.
Prayer: a way of communicating with the divine. It can take the form of worshipping the divine, asking the divine to intercede on earth or for support or guidance.
Commitment: showing dedication to something that is important to you perhaps a particular belief, activity or cause, even if that commitment means forgoing other things.
Ask the children what their favourite sound is. Is it the theme tune for a TV programme, the sound of the key in the door when Mum comes in from work, the chimes of the ice cream van or their best friend’s voice? What it is that they like about that sound? Does it suggest a particular thing is going to happen or is to do with the people associated with the sound?
Use a Persona doll to introduce the religious material for this question. Create a doll with an Islamic persona. He could be called Ahmed. for clothing he should wear a Topi but the rest of his clothes might match your school uniform or clothes that the children in your community might wear. Construct the doll’s persona, the following is an example. you will need some appropriate connections to your children and perhaps some local place names:
Ahmed is 7 and lives near the park, on his way home from school with Mum he always goes down the slide. He has one younger sister and a younger brother. He lives in a big house because one of his grandmothers lives there too. He likes that because there is always someone to talk to. His favourite food is cheese and tomato pizza and ice cream.
He helps look after the wildlife garden at school. He particularly likes looking for frogs in the pond. He is also a new member of the school chess club. In the summer he brings his cricket bat and at lunchtime he and his friends play cricket on the school field.
Every school night at 4:40 p.m. he goes with his younger brother to the Madrassa or Mosque school. They both carry a copy of the Qur’an in a bag under their arm. At Madrassa he learns how to read the Qur’an and be a good Muslim. Recently he did really well in his exams at the Madrassa.
Once the children have been introduced to Ahmed and know a bit about his life you should ask what the children think Ahmed’s favourite sound is. Take suggestions from the children.
Ahmed should then share from his bag a picture of a mosque with a minaret and show the teacher how to play the children his favourite sound. This is the call to prayer, or adhan. Find a clip of it being played on YouTube. There are many. Find one you would like to explore with the class.
Explain that this is a really important sound for Ahmed. After the children have heard the sound ask Ahmed to explain its importance to him. He should explain that this sound, called the Adhan, is called out five times a day from his local Mosque.
Ask the children to predict why the Adhan might be shouted from the Mosque five times a day.
Ahmed should explain that in some Mosques it is shouted from the top of a tall tower – a minaret, in others it is said into a microphone.
Ask the children to imagine why a tall tower or a microphone is used; Why do the children think Ahmed has chosen this sound? Is this sound like a sound that is used in any other religious building in their town?
Explain that the words that they heard are calling Muslims to pray either at the mosque, at home, at school or whether they are. Muslim people try to pray 5 times every People who belong to the Sunni family of Muslims will try to pray 5 separate times, and people who belong to the Shi’a family contract 5 separate prayers into 3 times of the day. However it is not always possible and Muslims can make up their prayers when they get home if they have missed some.
Ask the children to build somewhere that would be suitable for a Muslim to shout out the call to prayer. Construction equipment in the classroom can be used for this.
Ask the children to write or record into a talking button what a Muslim might shout if they want people to stop and come to pray.
Ask the children to draw a series of picture of themselves stopping what they are doing and going to do something important because something or someone has called them.
Ask the children to write or record into a talking button what they would like to shout from the highest part of the school to the rest of the people in the school. What is it important for everyone in school to know or believe or do? Show a photo of the highest point in your community ask children to write or record what they would shout out to the community. Is it a belief or an instruction or a piece of advice? How are the things that you would shout in your school and your community similar or different to what a Muslim shouts as the call to prayer?
Introduce the children to the enquiry question, in this example we have suggested the question, ‘Why do Muslims stop and pray?’ Or ‘Why is the call to prayer important to Muslims?’
Share the words of the Adhan with the children. Explain that they are written in Arabic as this is the language that the Prophet Muhammad spoke.
Allahu Akbar (four times) – God is most great
Ashhadu an la ilaha illa- Allah (once) – I witness that there is no god except God
Ashhadu anna Muhammadan rasula- Allah (once) – I witness that Muhammad is the messenger of God
Hayya ala-s-salah (twice) – Come to prayer
Hayya ala-l-falah (twice) – Come to salvation
Allalhu Akbar(twice) – God is most great
La ilaha-illa-Allah (once) – There is no god except God
Share the story of Bilal with the children in an imaginative way. Ahmed could have a version of the story in his bag. There are various story books that you can use to share this story with the children or there are versions of the story online. Bilal was the first person Muhammad asked to shout the call to prayer.
Take care to tell the story in a way that involves the children in the story telling and helps them to understand why the story is still significant to Muslims today. Ask the children such questions as:
As a further way of engaging the children in the story you could have a series of items used in the story and ask children to go around the classroom finding them before you tell the story. This will help the children to engage in the story as they listen out for their props. You could use a rock, a broom, some money, some sand, a picture of a mosque with a minaret. Emphasise to the children that Muslims don’t draw pictures of people that are important in their religion or of God which is why you haven’t drawn a picture of Bilal.
Ask the children to do the following activities in turn (carousel arrangement):
Go back to the enquiry question and ask children to share why they think the call to prayer, the Adhan, is important to Ahmed. Ask all the children to then prepare a series of questions which Ahmed can answer about the call to prayer and its significance in his life and the life of his family such as what happens when it is prayer time in your house? How do you know it is prayer time? Can you hear the call to prayer from your house? Why do Muslim people pray? Why do Muslim people try and pray five times a day?
Ask the children to draw a picture of Ahmed either at home or near the Mosque with a speech bubble expressing why the call to prayer is important. Ask them to make a speech bubble for themselves too. Pre-print the speech bubbles with a sentence starters such as:
An investigation of the concept of freedom in Sikhism.
For 13-16 year olds. Originally written by Ranvir Singh, updated in April 2019.
democracy: government by the people.
human rights: rights regarded as belonging to every person. They usually include freedom from unlawful imprisonment, torture and execution.
equality: giving people fair treatment, without discrimination.
discrimination: treating people more or less favourably than others because of their actual or perceived gender, ethnicity or religion.
social justice: a society based on equality and human rights.
religion: system of values and beliefs held with strong faith and feeling.
rights: freedoms to which a person is entitled.
freedom of conscience (sometimes called freedom of thought): the right to hold a viewpoint or thought that is different from that of others.
feminism: the view that women’s autonomy is limited in male-dominated culture, and a desire to overturn this.
Guru: In Sikhism, the title of Guru is reserved for the ten human Gurus and the Guru Granth Sahib (…a ‘destroyer of ignorance’).
miri: worldly power or worldly riches.
piri: spiritual realisation or spiritual riches.
miri-piri: Based on the Oneness of God with creation; spiritual realisation (piri) and worldly power (miri) are not opposites and should be balanced. Personal freedom implies freedom from addictions and compulsions within us (spiritual riches), but also social, economic and political relationships based on mutual respect and friendliness (worldly riches) .
Ik Onkar: There is only One God. The first phrase of the Mool Mantar. It is also used as a symbol to decorate Sikh objects.
Mool Mantar: Basic teaching; essential teaching. The basic statement of belief at the beginning of the Guru Granth Sahib.
Waheguru: Wonderful Lord. A Sikh name for God.
Put pupils into groups so that those with greater literacy skills can help less able pupils.
Provide each group with three prepared sheets of A3 paper. Each sheet has (a different) one of the following three sets of quotations as a heading.
Sheet 1
“Henceforth, such is the Will of God: No one shall coerce another; no one shall exploit another. Everyone, each individual, has the inalienable birthright to seek and pursue happiness and self-fulfilment. Love and persuasion is the only law of social coherence.” Guru Granth Sahib Ji, p. 74
Sheet 2
“Tegh Bahadur broke the mortal vessel of his body by striking it at the head of the Emperor of Delhi and retreated to his Original Abode [God]. Truly incomparable is this great deed done to assert and protect three basic human rights: the first, to secure for everyone freedom of worship; the second, to uphold the inviolable dignity of everyone’s private and personal point of contact with God and the right to observe dharma [what s/he thinks of as the basic principles of righteous existence]; the third, to uphold every good person’s right to pursue her/his own vision of happiness and self-fulfilment.” Dasam Granth, Book of the Tenth Master, p. 54.
Sheet 3
“Of woman are we conceived, of woman are we born. To woman are we betrothed and married. It is a woman who is a friend and partner for life. It is woman who keeps the race going. How may we think low of her of whom are born the greatest. From a woman a woman is born: none may exist without a woman. Guru Granth Sahib Ji, p. 73.
“Only they are truly married who have one spirit in two bodies.” Guru Granth Sahib Ji, p. 788.
“Henceforth, such is the Will of God: No one shall coerce another; no one shall exploit another. Everyone, each individual, has the inalienable birthright to seek and pursue happiness and self-fulfilment. Love and persuasion is the only law of social coherence.” Guru Granth Sahib Ji, p. 74.
Ask pupils to consider how each quotation might apply to specific situations in the world today, and to write their own questions and possible solutions underneath the headings, e.g., for Sheet 1, pupils might comment on how vulnerable people might be exploited by ‘loan sharks’ and suggest that there should be proper government / voluntary help for people in need, or for Sheet 2, they might ask, ‘What do Sikhs think should happen to someone who breaks any of the three basic human rights?’ and comment that there should be ‘love and persuasion’ rather than punishment, or for Sheet 3, they might wonder why women are still not treated equally in the world today and comment that sexist attitudes need to be challenged everywhere and at all times.
When pupils have added a few comments and questions to each sheet, ask them to consider the following questions and to add more comments and questions to the A3 sheet they think most appropriate [continuing their thoughts on the other side of the paper if they run out of space]:
Choose quotes from 4 influential European thinkers on freedom and equality: John Locke, Voltaire, Jean-Jacques Rousseau and Mary Wollstonecroft. Either choose two per thinker yourself or give groups time to choose online, making connections with the Sikh passages studied.
Record European thinkers’ thoughts on the Sikh passage that seems most similar. Write brief notes on why these passages seem to be saying similar things. If differences occur, record these as well.
Discuss what sort of ideal society both Sikh and Western ideas describe. Would students like to live in this society? Why do they think this has not been achieved yet?
In order to complete the investigation in to the key question, ‘What does freedom (miri- piri) mean in the Sikh religion?’, ask pupils to work in their groups, to use the material on their sheets and in their investigations to produce a digital presentation (e.g. PowerPoint, video) of their findings. Advise them that, as part of their work they may need to supplement their research with more ideas and with carefully selected images.
An enquiry into an icon of Christ the Teacher.
For 3-5 year olds. Originally written by Emma McVittie. Updated in April 2019.
Icon: painting or mosaic of Jesus, Mary, a saint, or a Church feast. Used as an aid to devotion, usually in the Christian Orthodox tradition.
Devotion: (in a religious context) an act of worship which usually involves prayer.
Orthodox: (i) the Eastern Orthodox Church consisting of national Churches (mainly Greek or Slav), including the ancient Eastern Patriarchates. They hold the common Orthodox faith, and are in communion with the Patriarchate of Constantinople. (ii) Conforming to the creeds sanctioned by the ecumenical councils, e.g., Nicaea, Chalcedon.
Belonging: can be defined in a variety of ways including a sense of belonging through connections to: people, places, groups and communities. Belonging can enhance our sense of identity and aid the development of relationships within particular groups and communities.
Symbolism: the use of one object / picture to represent another object, idea, action or thought. Widely used in religion and can evoke a sense of emotion and an affinity with an individual’s faith.
Each activity is designed to have 10-15 minutes of teacher led input either as a whole class or in small groups, followed by children engaging in related activities.
Stage 1: Christ the Teacher:
Show the children icon of Christ the Teacher. There are many images online. This icon shows Jesus holding an open book, has hand raised and a halo around his head.
Ask the children some of the questions from the selection below, which can be tailored to specific age groups:
Would you change anything about it?
Invite and record children’s own questions. Keep them visible and answer them when you can.
Explain to the children that an ‘icon’ is a painting or mosaic of Jesus, Mary, a saint, or a Church feast. It is used as an aid to devotion (prayer and worship), usually in the Christian Orthodox tradition.
Ask if the children have any questions of their own about the icon.
Now ask the children where they think they might see a picture like this? You might want to display a selection of pictures for children to choose from, e.g. a church, a school, a house. Explain that you might see it in all of those places but especially in churches in the Orthodox tradition.
Find images of Orthodox churches and cathedrals online- show children a selection, showing icons and the richly painted walls and woodwork.
Explain to the children that icons are usually found in a Christian Orthodox place of worship but also in other Christian places too.
Give small groups a selection of icon pictures to look at, gathered from the internet. Look for icons of:
Give pupil five minutes to choose the one they like the best and to think of a reason why they like it.
Ask the children to show their picture to the class and take it in turns to share it and say why they like it.
Stage 2: Symbols
Show children some of the images of the stained glass windows, asking the same questions as in stage 1 with the additional ones below, if appropriate:
Explain the meaning of some of the windows and introduce the idea of symbolism being a way to say something but without words.
Can they think of ways to say things without using words? Ask children to mime: Hello, goodbye, I’m tired, I’m grumpy, thank you.
In small groups with an adult, can they think of a picture or a symbol to ‘say’ these things, e.g. draw round their hand to say hello or goodbye.
You can also use road signs, commercial symbols, charity symbols and mascots.
Work with the class to think about a picture for class stained glass window and the colours and symbols you might use and why. [The outline can be drawn for the children and then completed using a variety of media.] Throughout the activity, ask the children about what symbolism they want to use and why.
Stage 3: Symbolism from world religions
This can be split into 3 short sessions
Session A
Remind children about the icons and the stained-glass windows they have looked at and tell them that as well as symbols being used in religious worship and celebrations that actions and music are also used. All these things help people to feel part of their religious group/community.
Ask children to sit in a circle quietly and explain that they are going to close their eyes and listen to some special music.
Play The ‘Hallelujah Chorus’ from Handel’s Messiah and ask the children to think of one word to describe how it made them feel.
Explain that the words were taken from the Christian Bible by a composer named George Frideric Handel over 300 years ago.
Session B
Now ask the children to watch some dancing from the Hindu tradition. There are many clips online.
Ask the children to think about a question they would like to ask about what they have seen, share the questions with the class and display.
Session C
Explain to the children that Islamic art patterns have no beginning and no end – ask children to create their own using a variety of media such as pastels, paints, chalk, water and food colouring, drawing in sand. Along the lines of ‘taking a pencil for a walk’ rather than creating geometric patterns at this stage.
Bringing it all together
Ask the children to report back on what have seen and heard: what was their favourite and why?
Explain that these different ways of showing belonging are also about a person’s thoughts, feelings and ideas (their identity). Work with small groups to either compose some music, make up a special dance or design a pattern based on Islamic art. Ask them to relate their ideas to themselves and what kind of person they think they are.
Stage 4: Personal signs and symbols
Ask children if they belong to any groups e.g. football, dance, rainbows etc. Do they have to wear anything special when they go to the group? Do they follow special routines there?
Explain that sometimes people who belong to / follow a religious faith wear special symbols to show belonging. You could use pictures of such items as: a cross, a hijab, a kippah, a tilak mark, a turban.
It is useful to be able to have the objects available for the children to handle at this stage.
Encourage children to ask questions about the objects:
Ask the children to give their views on each item.
In small groups support children to think of a special symbol for themselves. This can then be made using a variety of media. When all the children have made their own identity symbol, they can be put together to create a symbol of the whole class.
An examination of how stories, hymns and prayers can help people understand more about themselves and others with reference to Judaism.
For 8-12 year olds. Originally written by Dave Francis. Updated in April 2019.
Rosh Hashanah: Head of the Year. Jewish New Year festival.
Shofar: ram’s horn blown at the season of Rosh Hashanah.
Yom Kippur: Day of Atonement. Fast day occurring on the tenth day after Rosh Hashanah; a solemn day of Tefillah and Teshuva.
Tefillah: self-judgement. Jewish prayer and meditation.
Teshuva: repentance. Returning to G-d. (Jews often write G-d instead of ‘God’ in order to avoid any accidental misuse of the Holy Name.)
Torah: law; teaching. The Five Books of Moses.
Kol Nidrei – lit. ‘All Vows’: Prayer recited on the evening of Yom Kippur.
Fasting: willingly abstaining from food, drink or both, for a period of time.
Forgiveness: in human terms, the giving up being resentful or angry at someone because of a perceived wrong. It can also refer to giving up the demand that someone be punished. When asking for G-d’s forgiveness, people generally refer to their hope that the punishment they deserve from a just G-d will be tempered by mercy.
Creation: the Judaeo-Christian stories of the creation of the world are written in Genesis Chapters 1 & 2. The Jewish calendar is dated from the Creation. Jews write ‘AM’ after each year – meaning ‘Anno Mundi’ (Year of the World). The pattern and purpose of Creation is revealed in the Torah and Talmud (collection of oral Torah / teaching).
Sin: in Judaism, because human beings are given free-will, they are responsible for their own sin. But because human beings are weak and give in to temptation, G-d allows repentance and, through His mercy, can give forgiveness.
Atonement: in the days of the Temple in Jerusalem, there were rituals for making amends for wrong-doing, and animal sacrifices were made. On Yom Kippur, the Day of Atonement, most Jews today do not make animal sacrifices, but offer prayers of confession and repentance. Yom Kippur is a day for fasting and charity.
G-d’s forgiveness: according to Rabbi David Shlomo Rosen, to secure G-d’s forgiveness, ‘It is not enough to hope and pray for pardon: man must humble himself, acknowledge his wrong, and resolve to depart from sin (e.g. II Sam. 12:13ff; 1 Kings 21:27-29)’ and then, ‘remorse must be translated into deeds.’ See D. Rosen, 2003, ‘The concept of Forgiveness in Judaism’.
Tell pupils about the investigation they will be doing: into how different sorts of activities and actions can help us understand more about themselves and their relationships. Explain that to know what is important to us, it’s a good idea to compare with what other people find important. Ask pupils to discuss in pairs how we can keep our relationships in a good state of repair.
This lesson focuses on Jewish actions and underlying beliefs around Rosh Hashanah and Yom Kippur (see definitions above). It is a good idea to start by showing pupils examples of modern Jews celebrating these days. There are many video clips on You Tube, some created to teach children, such as BBC clips, some by Jewish musical groups. The Yom Kippur clip should show the blowing of the horn (shofar). Yom Kippur is solemn and Rosh Hashanah is more celebratory, look for clips that reflect the different emotional tones of these days, such as through worship, practices and especially songs sung on these days.
Explain that Jews believe that although people are ‘sinful’ G-d can forgive sins provided people say sorry (repent). So, every year on a special day called Yom Kippur (the Day of Atonement), Jews say sorry for anything they have done wrong and remember that G-d will balance their good deeds against their bad. It is a time to start the new year with good deeds. Ask pupils what their favourite or most special time of the year is.
Play a clip of the shofar (ram’s horn) being sounded at Yom Kippur, as well as Yom Kippur prayers and songs. Ask pupils for their reflections about the music: the chanting and the blowing of the shofar. What are their reactions?
Teach about some Yom Kippur traditions:
Why do the class think the tradition of using these practices have survived in Jewish practice for hundreds of years?
Teach about Rosh Hashanah traditions:
Ask pupils to work in pairs to create three questions they would like to ask a Jewish teenager during this period. Collect these questions and see if the class can agree on one or two questions to follow up. Ask them to record these questions on paper. Explain that this paper will be their ‘Investigation Sheet’ to record evidence that may help answer their question(s).
Ask pupils to work in small groups to make notes on their investigation sheets of some of the beliefs and concepts underpinning the celebration of Rosh Hashanah and Yom Kippur e.g. creation, repentance, atonement, forgiveness, joy. Allocate separate beliefs and concepts to each group so that all are covered by the class as a whole. Ask each group to note on their sheets what they think Jews may learn from taking part in the festivals, especially about themselves and their relationships.
Share information about Rosh Hashanah and Yom Kippur found in text books such as in RE Today’s publication, Opening Up Judaism, by Fiona Moss, (ed.) 2011 to explore with pupils what these festivals mean to Jews and ask why all religions have evolved festivals and holy days; what purpose do they serve? Do such festivals help families in some special ways? Ask pupils to add any evidence to their investigations in writing.
What other ways of finding answers to their questions might there be? Do they think of asking members of a nearby Jewish community or family? How about asking you, their teacher? Try ‘Email a Believer’ on REonline.org.uk.
Ask the class to work in groups to research the four foods often used at Rosh Hashanah: challah (bread), pomegranates, honey cakes, and apples. What does each symbolise? Can pupils find any information about the history of their usage? Ask groups to draw the food and write inside what it symbolises at the festival.
Show Rosh Hashanah cards, there are many to browse through online. Alternatively show Rosh Hashanah cards from your artefacts collection or from a supplier.
Ask the groups to make Rosh Hashanah cards featuring symbolic foods or any practice discussed. Inside, alongside a suitable greeting, they should complete a sentence beginning, ‘Rosh Hashanah is important because …’
As pupils are completing their cards, tell the story of Jonah and the Big Fish, a story often told at Rosh Hashanah, e.g., from Opening Up Judaism, 17, and ask pupils what they think Jewish people might learn from this story about (a) human beings and (b) G-d. What are their favourite stories? Do they think that stories can influence the way we behave towards others? Ask pupils to add a note on the back of their cards one of the things they think Jews may learn from the story of Jonah. They should then add the name of a story that they think important or meaningful to themselves, with a point they learnt from the story.
Explain that many stories are told in order to encourage people to lead a better life. Rosh Hashanah and Yom Kippur are times when Jewish people recommit themselves to being kinder to others in the new year ahead. Ask pupils what good deeds they think they might do today / in the coming week. On their investigation sheets, encourage pupils to add some notes showing how the lives of Jews who keep the festivals may be changed in some way.
An investigation into the importance of Muhammad (pbuh) for pupils with special needs achieving at ‘P Levels’ 1-8.
For pupils with special needs achieving at ‘P Levels’ 1-8. Originally written by Anne Krisman. Updated in April 2019.
Emerging
Expected
Exceeding
Hadith: a report of what the prophet Muhammad said or did. Used as guidance by Muslims.
Nasheed: a form of unaccompanied Islamic devotional music. Sometimes a drum is used.
Qur’an: meaning ‘recitations’. God’s words revealed through the prophet Muhammad in Muslim belief.
Inspirational: influencing people to lead their lives in a special way.
This resource uses the idea of ‘burning core ideas’ to express the key knowledge to communicate to pupils:
Further key ideas and knowledge:
The following activities follow the ‘Five Keys Into RE’ approach (Anne Krisman)
1 Connection – How can we link our theme with pupils’ lives?
Share these thoughts with the pupils:
Let pupils know that Muhammad was known as ‘The Friend’ and ‘The Helper’ and that they are going to look at things that connect them with the life of Muhammad. This will begin by looking at their special unique qualities.
Share or gather the special qualities of each child in the class. This can be done by sharing ideas in the classroom, by going around the school and asking people who know them well, or by asking parents and carers to respond. Words such as helpful, kind, peaceful will be gathered.
Make the names and qualities into a class performance: names can be signed, clapped, drummed or chanted for each child, e.g., Joshua the Peaceful, Hannah the Friend.
Make a display with pupils’ pictures, their new values name and where appropriate, comments about why this name is right for them.
Paint either a) the pupil’s first name or b) their values name onto the fold of an A3 or larger piece of paper. Fold the paper to create a symmetrical design. Ask the pupils to then decorate and beautify their name.
An additional idea is to write the pupil’s values name in PVA glue and to encourage children to throw different coloured sand onto it. If you wish to highlight Muhammad’s special colour during this theme, use green sand.
While working you could play different nasheeds about Muhammad, you will find many on you Tube, such as:
2 Knowledge – How can we communicate burning core knowledge within the theme to our pupils?
Share these examples of burning core knowledge with the pupils:
Let pupils know that Muhammad was valued by people and called Al-Amin – The Trustworthy. Muslims believe he was a messenger of God and that they are going to learn more about his life.
To highlight the importance of Muhammad’s name of Al-Amin – The Trustworthy – trust the pupils to take a special gold wrapped package to another class. Arrange for the member of staff who receives the package to affirm the trust placed in the pupils and to pass on something special from their room for the pupils to take back to their class.
Ask pupils to carry a message in an envelope or sign that Muslims believe there is only one God and tell this to others in the class or around the school. Anyone who hears the message can take a gold star and add it to a picture of the Arabic calligraphy for Allah, to show that the message has been heard.
Let pupils know that Muhammad believed in one God called Allah.
Listen and watch popular nasheeds which mention Allah, for example Yusuf Islam: A is for Allah, Zain Bhikha: Mountain of Mecca.
Encourage pupils to sign the letter A and the number one while responding to the music.
Islamic plaques with Muslim prayers and the raised names of Allah and Muhammad can be touched – these can be obtained from shops in areas with a Muslim population and through artefact catalogues.
Print out lots of small pictures of the word Allah in Arabic calligraphy. Ask pupils to carefully stick the words on to gold paper, trying to put them on the right way up and showing care in placing them, to reflect how Muslims respond to the name of God. [This can also be repeated with the name of Muhammad, this time sticking the names on green paper and keeping the same rules of respect and care. These two pieces of work can be stuck together and a beautiful border made around them, to link them, with glitter.]
Let pupils know that, Muslims believe that an angel appeared to Muhammad in a cave and revealed to him the words of the Qur’an
Show images of Mount Hira while listening to Zain Bhikha’s Mountain of Mecca.
Ask pupils to create a collage made from brown ripped paper, of the cave at Mount Hira. Then, without creating a human image, add the feeling of the angel Jibril, using glitter, holographic paper, cellophane etc.
Make a peaceful cave area in the classroom by putting together prayer mats, cushions and glittery material. Add light changing resources to show the presence of an angel.
Introduce pupils to the first of four stories of Muhammad and use the sensory story guide to help pupils know about the revelation that Muslims believe Muhammad received on Mount Hira.
Share the sensory story together, allow time for the stimuli to be experienced by each pupil.
Ask pupils to reflect on the story and, where appropriate, to ask questions about it.
Where appropriate, choose a question to focus on, for example, ‘Why did the angel say, “Read!”?’ and share possible answers. Adults can also ask questions and respond.
If time, share the story once more.
3 Senses – Which sensory elements are in the theme?
The following sensory activities can help pupils experience something of the life of Muhammad and the importance of Islam to Muslims:
Recitation of the Qur’an and Call to Prayer (adhan);
Islamic nasheeds (unaccompanied devotional music, sometimes using drums);
Prayer mat and topi (prayer cap).
Play a version of the Call to Prayer (adhan) to pupils while they use red, orange, purple and yellow crayons or sponge paint to create a sunset sky. Versions to be used could include those from Turkey, Bosnia, Saudi Arabia and Egypt as well as British muezzins.
Afterwards, encourage pupils to add a black paper cut-out of a dome and minaret, to give a scene of a mosque at sunset.
Engage pupils in the experience of wearing or touching a Muslim prayer cap (topi) for boys and headscarf for girls, while turning the pages of a Qur’an on the whiteboard, a resource called ‘Baybar’s Magnificent Qur’an’.
Encourage them to touch some Muslim prayer mats and then look at how Muslims pray, such as by looking at video clips or animation online.
Help pupils make a prayer mat out of sensory materials, such as textured wallpaper. The prayer mat could include arches, a picture of the Ka’bah at Mecca, and a hanging lamp to stick on.
4 Symbols – Which symbols are the most accessible in the theme?
Share these examples of Muslim symbols with the pupils:
Crescent Moon and Star
Invite pupils to recognise the moon and stars in a slideshow of pictures and to sort a selection of pictures of crescent moons and stars.
Encourage pupils to use Makaton signing for star and moon while listening to a song about wonder in the universe, for example There is Only One God by Zain Bhikha.
Encourage pupils to make collage pictures of the Muslim symbol – the crescent moon and star, or rub over a moon and star stencil and decorate.
Salaam – Peace
Ask pupils to identify what makes them feel peaceful out of a choice of different pictures, such as listening to music, going on the computer, lying down, praying, etc.
Help them practise writing the word Salaam in paint while listening to peaceful chill out music.
Ask pupils to make a dove of peace – there are many templates online. Add cut-outs of the name of Muhammad, with crescent moon and star symbols, to show that Muslims say ‘peace be upon him’ when talking about him.
Islamic art symmetrical designs
Explain that Muslims believe only Allah is the creator and so natural designs are shown in a non-realistic but beautiful way, with unexpected colours being used. Repetition of designs shows that God goes on for ever. An example can be found in Iznik pottery from the 16th century Ottoman Empire, although its designs are still being used for ceramics in Turkey.
Show images of Iznik art from the Turkish tradition. Ask pupils to look for the colours of blue, red and white and for flowers.
Prepare four pieces of black, blue, red and white paper and make concertina folds. The black will be used for the background. Ask pupils to draw simple flower designs and leaves shapes on the three pieces of paper and to cut these up. They should then lay out the three elements of the flower design on the concertina folded black paper, trying to repeat the pattern.
Create an Iznik Art gallery from the pictures, displayed with images of Iznik art pottery.
5 Values – Which values in the theme speak to our pupils?
Share these examples of Muslim values with the pupils:
Explain to pupils that they are going to learn about three more stories about Muhammad (Muslims say peace be upon him) that will help them understand how inspirational he is for all Muslims and how he set an example for all Muslims to follow.
Share the sensory story of Muhammad and Crying Camel allowing time for the stimuli to be delivered in a caring manner to each pupil.
Ask pupils to reflect on the story and, where appropriate, to comment and ask questions about it.
Where appropriate, choose questions to focus on, for example, ‘How do we look when we are sad?’ ‘How can we be kind to animals?’ and share possible answers. Adults can also ask questions and respond.
If time, share the story once more.
In follow up lessons, use Muhammad and the Old Woman, as a call and response poem, and Muhammad and the Sleeping Kitten, with the associated activities, to show how inspirational Muhammad is for Muslims. Can pupils identify the parts of each story that show that Muhammad was helpful, kind, compassionate, loving, generous, following a straight path, brave, forgiving?
A consideration of the meaning, purpose and gender of Power, looking at Hinduism
For 8-12 year olds. Originally written by Sushma Sahajpal. Updated in April 2019.
Emerging
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Exceeding
Divine: In the Hindu context this refers to the Benevolence that transcends normal human comprehension.
Shakti: Raw Energy that moves through all matter in every existing world (denoted as feminine comparable to the Yin/Yang concept in Chinese Philosophy).
Devi: Divine Force or Power at work in the world – feminine aspect (note: depicted as female), often translated as ‘Goddess’ but this is a confusion with popular perception of Greek/Roman Mythology.
Deva: Divine Will at work in the world – masculine aspect (note: depicted as male), often translated as ‘God’ but this is a confusion with either the Abrahamic entitlement in the singular or in the plural with popular perception of Greek/Roman Mythology.
Divine Consort: Each named Devi is depicted as the Consort (Marriage Partner) of a corresponding Deva. This teaches that Divine Intervention or Agency is the co- operative union of benevolent, transcending Will/Intention (masculine) and Power (feminine).
Trimurti: The collective reference for the three main Divine Forces at work in the world (i.e. Brahma, Vishnu and Shiva).
Tridevi: Tridevi is a collective reference for their three Consorts (Saraswati, Lakshmi and Durga).
Saraswati: The Devi who embodies the Power of Pure Knowledge, the ability to understand it (learning), explore it (science) and express it, both creatively (Arts and Music) and verbally (True Speech). Consort of Brahma (Divine Creative Intention).
Durga: The Devi who embodies the Power of Explosive Transformation. Her stories tell of fierce battles killing demons and protecting the righteous. She can manifest when needed with the supreme power of the entire universe. She is the Consort of Shiva (Divine Transformative Intention).
Lakshmi: The Devi who embodies the Power of Material Resource, such as Wealth, Health, Beauty and Good Fortune. She is the Consort of Vishnu (Divine Sustaining Intention).
Navaratri or Navratri: Name of the Hindu Festival celebrated twice a year (March and October) at two points of transition between Seasons. Sanskrit meaning literally ‘Nine Nights’ which are dedicated to Durga in some states and to the Tridevi in others.
Raas Garba and Dandiya: Two folk dances originating in the Indian state of Gujarat which are specifically danced during Navratri and are linked to the themes of the festival. (Worth a go!)
The learning is based around the Navratri festival. Find images or videos of Navratri being celebrated such as on the BBC schools service, You Tube or True Tube.
You will also want to find images of three female deities: Durga, Lakshmi and Saraswati for later in the activities.
Basic information about this festival:
Lakshmi and Saraswati are also honoured; together Durga, Lakshmi and Saraswati are three different representations of cosmic power.
Explain that pupils are going to learn about the Festival of Navratri when Hindus celebrate the Divine Power they believe is available to all of us (not just Hindus) in whichever form is best for us, in the way a loving mother helps her children. This will help them explore what people think about types of power in themselves and the world and question what role gender plays and what power as a force for good might look like.
Remind them that Hindus believe that God is neither male nor female but is everywhere in everything and everyone. Thus they believe God can intervene to support righteous living (meaning for universal good) at anytime in any form including as a man, woman, child, animal, river, etc. Explain the forms that are celebrated at Navratri are three Mothers.
Ask the pupils to think of words they may use to describe a mother. List these up on a Now ask them to think of activities/actions that they think mothers do. Again capture these on the board. Now consider mothers from the animal kingdom (hunting, fighting off predators, etc.), does this bring forth any more adjectives or verbs?
[N.B. The three archetypes are:
Deepen and widen the discussion to get a good spread of words through as many different ‘forms’ of mothering as possible. Some words like ‘helper’ can be unpacked into types of help.
Ask pupils to work in groups with three very large pieces of paper per group. Ask the groups to write ‘Provider’ in large letters in the middle of the first sheet, ‘Protector’ in the middle of the 2nd and ‘Teacher’ in the middle of the 3rd. Their task then is to write or draw around the key aspects the ideas, actions, tools and questions they associate with those roles. Encourage the pupils to consider the differences between the three aspects.
You may need a fourth sheet (Other) for characteristics that are either more human than divine such as ‘Cranky’ or ‘Bad-tempered’ or don’t fit into the archetypes.
Reviewing the fourth sheets may offer up a potentially very useful broader discussion.
Introduce the images of the three female deities (or ‘Devis’); either handing them out or showing them on the whiteboard, one at a time. Explain that each picture represents a different form of Divine Mother. Explain that Hindus believe that all the power needed to succeed comes to human beings through Divine Mothers providing the three lists of things already discussed, that is, Knowledge (Power of Understanding), Personal Strength (Raw Transformation Power) or Material Abundance (Power of Physical Well- Being). Before exploring the images in detail, give the pupils a chance to examine carefully for themselves the symbols and colours of each picture and see if they can suggest which image goes with which of the archetypes they have defined.
Now go through each deity engaging the pupils’ questions and ideas in considering what each deity is sitting on, holding and wearing. Explain that it is possible to take these definitions literally, i.e., as supernatural beings that may manifest in the world, but that it may also apply to our lives here and now in terms of wanting more of the resources the Mothers offer to be in our lives. Clarify, that just like a human mother, the Divine Mothers do not ‘take over’ and do things ‘for us’. Hindus believe that they assist us in finding the skills and strengths we need inside ourselves.
Put the Lists of words about mothers that the pupils have already compiled on the board below each Deity and ask pupils to add some more words to their sheets that they think Hindus would associate with each of the key aspects.
Ask pupils what sorts of situations might people feel the need for wealth, wisdom or strength. Aim for concrete examples of each of these in their own lives and list them on the board. Who would many Hindus pray to for help with each of these? Go through each ‘need’ and ask How might a Hindu feel those prayers might be answered. Does strength have to be physical? Does physical well-being have to mean money?
Explain that, in the Christian Bible, God is often presented as a ‘Father’ figure (although there are some female metaphors) but that, for many Christians, prayer for help in times of trouble is often directed to holy people called ‘saints’ and there are many male and female saints. This is not because they think the saints are divine or equal to God, but because the saints lived such good lives that they are very close to God and thus have power to ask God to help those who pray to them. Many Christians in the Orthodox, Catholic and Anglican traditions pray to Mary, who, as the mother of Jesus (who is believed to be ‘God and man’), is in the best position to intercede with God to request his help. Can they see this is different from how Hindus relate to the Devis? [Highlight how the female figures in Christian traditions are loving intercessors with God rather than God themselves.]
Ask pupils to list some words that a Christian might use to describe God as Father. What words might they use to describe Mary? Ask pupils to compare her qualities to the three Hindu Deities we have looked at [Highlight similarities, e.g., loved as a mother, as well as differences, e.g. ‘holy not divine’] and to say how they are each thought to make a difference to believers’ lives.
Invite pupils to link things that are important to them, e.g. who helps them, with the way we might offer to help other people, and different kinds of help; physical and mental / spiritual. Encourage them to think about who they might turn to in their own lives. What sort of skills would the person they turn to, need to help them and what form would that help take? How might they help someone who was confused, for example unable to do their homework? or had less money or was physically weaker and being bullied? [This could be a very worthwhile drama lesson with some interesting role-play activities about what they feel is appropriate assistance/relationship with someone with less power / advantages than themselves.]
Broaden the discussion into thinking about how wealthy or powerful countries treat those with less. Ask pupils to say when they think aid or trade are most appropriate. What about Fairtrade? If powerful nations used the qualities of the Tridevi how might that affect their foreign policy?
By now the children would have a good understanding of the three Devis. Hindus remind themselves of this relationship with female divinity twice a year during Navratri. What does this festival look like?
Play the video clips you have found as well as any images you would like to display.
Explain that during Navratri many Hindus fast during the day and then feast and dance in the evening time on traditional festival food. During the fast Hindus only eat foods that can be eaten very simply and with minimal process such as fruit, nuts etc. This is to encourage them to take time out from focussing on their material appetites and wishes but instead to focus on their spiritual goals of personal discipline and following divine guidance rather than personal desires. Ask pupils to identify what it might be good for them to give up for a week even though they might find it difficult to (such as a television program or chocolate) and give reasons. Consider asking them to actually try doing this for parts of the day (or a week!) and perhaps be sponsored for each day they succeed in doing so as a charity fundraiser. Journal their thoughts and feelings if they do it or make up an imaginary journal of someone their age trying to do so.
Explain that once the fasting days and dancing nights are completed (this varies across regions and families, but typically on the 8th or 9th day), a special feast is prepared and offered to young girls. This is to celebrate and reflect on the Divine Contribution of females in families as Mothers, Sisters and Daughters, Creators of Life, Bringers of Love and Good fortune into men’s lives. The nine nights are dedicated as three nights for each of the three divine forms. Thus femaleness has a very special place in Hindu Spiritual life. Can the pupils think of other religions that have special female images [e.g., Christian Saints, Mary, Mother of Jesus, etc]; Are there any powerful females that you look up to or turn to in times of trouble? Why might it be important for some people to turn to women for help?
Ask pupils whether Hindus would traditionally think men or women are more powerful in the family? [No right or wrong answer to this – just a discussion point about who if anyone, might be ‘in charge’?] Who has most ‘say’ in the home? What do the pupils think themselves? Does it matter if it’s Father or Mother? Ask pupils to give reasons for their answers and compare across the class.
Provide pupils with a printed version of the Deities; Lakshmi, Durga and Saraswati. Ask them to work in pairs/small groups to recall aspects of each Deity, labelling the different items with key points about what Hindus believe is being illustrated/symbolised.
Encourage pupils to discuss the details of the pictures in their pairs/groups and then to share ideas on the most important aspects for them. Prompt their thinking by asking whether they can tell which figure represents what sort of Divine Maternal help and whether they can work out why each Hindu Deity is sitting on such a different symbol?
Ask pupils to then add their own labels saying what they think is good about each of the Female Deities symbolic gifts, e.g. ‘The lute plays music’, ‘The sword is powerful’, ‘The book is for wisdom’. Provide pupils with some of these words to help them. [Of course the symbolism goes deeper than this; the idea is to start pupils thinking about how worshipping the different Female Deities helps believers in a variety of ways.]
Now divide the class into three groups. Assign a deity to each group. Ask each group to note what form of ‘Blessing’ their Female Deity represents (Protection/Strength, Provider/Well-being, Wisdom/Understanding). Ask pupils to imagine three (or more) situations that a child or adult might find themselves in when being blessed by their Deity would help. Have one example prepared for each Deity in case they get stuck! Pupils can work out their ideas in smaller groups, type them up on a computer as three separate sheets, then compare across the group. Ensure that the deity’s name is NOT on any of the papers! Collect in all nine situation sheets, shuffle them up and number them 1 to 9. Hang onto these for the next activity (below).
Explain that you would now like them to work out the role and meaning of the Female Deities in a range of situations. Divide the class into nine groups. Provide each group with one situation sheet made earlier. Ask each group to read the situation and to record their answer of which Deity’s power would be most helpful on a piece of paper next to each Situation number – give each group just 3 or 4 minutes for each situation. They then pass their situation on to the next group and so on till all groups have considered all the situations. This might be easier to share electronically so pupils can all consider all the situations at their own pace in pairs on computers. Share and discuss the answers across the class. What advice might pupils give if they were being appealed to for advice about these situations?
Tell pupils the story of how Durga vanquished the Demon.
The gods (Devas) are always in conflict with the demons (Asuras). The army of the buffalo demon, Mahishasura, defeats the gods. The gods are cast out of heaven. They appeal to Vishnu and Shiva for help. These two produce a light from which Durga is born.
She enters into battle with the demon army, slaying every last one. Durga has rescued the gods and achieved victory over evil.
This is the central story of Navratri.
Ask pupils to write their own ‘metaphorical’ story with a character needing to call upon each of the three Deities turn by turn to help him or her through the challenges within the story. The challenges need to be such that each needs the particular blessing of each Deity to overcome the problem. The story should include questions that the main character asks about their dilemmas and how what the consequences might be of following or ignoring the help of the Deities.
An investigation about prayer from a Muslim perspective.
For 8-12 years. Originally written by Abdullah Trevathan, updated in April 2019.
Emerging
Expected
Exceeding
communication: the exchange and sharing of information, ideas and feelings through different means such as speaking, writing and reading
non-verbal communication: communicating without words
body language: the deliberate, conscious or unconscious use of the body in conveying meaning to others through gestures, postures and actions
interpretation: the act of understanding and explaining that understanding to others
symbolic: a thing which represents something else
Orthodox Church: An early established yet extant Christian church and community located mainly in Southeastern and Eastern Europe as well as Egypt and Syria
Minaret: the tower attached to the Mosque used fr the purpose of calling people to the prayer : the adhan
Adhan : the call to prayer
salah: the name of the muslim prayer performed five times a day
Wudhu: the ritual abulution before the prayer
Rak’ah: one cycle of movement within the prayer. Different prayer times have a different number of cycles
Qiblah: the direction of Mecca to which a Muslim faces during the salah
body language (in prayer) – the use of the body to communicate through symbolic physical movements or positions whilst in prayer
non verbal communication (in prayer) – this refers to aspects of the prayer generally that focuses that involve the body to the exclusion of verbal aspects
salah (muslim prayer) consisting of takbir, qiyyam, rukhu, sajdah and taslim; which are the names of the different positions in the prayer, each having their own symbolism.
The following activities are structured in a manner which is heavily scaffolded for the teacher initially but later tapers off. In this way, while the first and second sessions are laid out in more detailed form, to be used, discarded or adapted as required; by the third session there is less session detail and more content.
One integral aspect to all of these activities is the emphasis on getting the pupils to try and interpret. An essential aspect of RE is that it should help pupils in learning how to make meaning out of things – and interpretation is an aspect to this. It must be stressed to them that it is not important whether their answers are the correct ones held by people of the given faith but that they have made meaning out of what is before them. The faith interpretation can be provided afterwards. Strangely, more often than not the pupils’ interpretations are connected to and sometimes enrich the faith interpretation.
The following breakdown of activities is suggested:
Session 1
Aims
In this initial session pupils are asked through the medium of philosophy for children to distinguish the act of communication. There are many things which people do, but they do so unconsciously and part of philosophy is to distinguish and highlight such things to build awareness, consciousness and depth to such human activities. Children are as capable of this as adults.
In this first session the teacher should try to mediate and steer, (but most importantly not dominate) a conversation allowing the pupils understanding that communication is a process of exchanging information, ideas, thoughts, signals, feelings and emotions. In the process of communicating the ‘sender’ uses a type of communication to a ‘receiver’.
Explain that there are basically two types of communication – verbal and non-verbal – and that praying is a form of communication that has verbal (sound, words, speaking and language) and non-verbal forms (gestures, touch, body language, posture, eye contact and facial expression). Non-verbal language can be extremely effective and in fact research shows that 80% of inter-personal communication is through body language.
Activity 1
Have some Marcel Marceau and Jerome Murat clips set up for pupils to watch. Ask pupils to make up three implicit questions about what they have seen, stressing that implicit questions are different than explicit questions. Implicit questions arise from seeing the mime, (i.e. more universal questions; ‘Can people communicate without words?’). Explicit questions are about the mime, (i.e. How does the mime artist make it seem as if there really is a wall?’) If the teacher considers it necessary provide a few examples? Try to steer the questions towards questions like the following :
Session 2
This session is about getting pupils to be aware of how they can communicate without words by using their bodies. The class should be split into different groups of about 4 – 5 pupils each. A series of activities could be set up in the classroom and the different groups move around the room engaging in these for approx. 10 minutes each.
Aims
Activity 1
Pupils work together to list different ways of expressing feelings in non- verbal ways. Point out that at least some of these will be offensive but all can be very powerful, so need to be used with care!
Activity 2
Teach pupils how to play ‘Charades’. After the rules and format of the game are quickly explained ask pupils to choose one of the following quotations from the Qur’an, (paraphrased for easier comprehension) and start acting them out:
‘…surely by remembering God the hearts are made peaceful’ (Quran 18: 28)
‘…be patient with what people say against you, and pray constantly to God… so that you may have joy’ (Quran 20:130)
‘And be regular in prayer at the two ends of the day and at the approaches of the night: because good things takes away bad things’ (Qur’an 11:114)
‘..there are those who think about God standing, and sitting, and lying on their sides’ (Quran 3:191)
‘…give to the poor and bow down your heads with others who bow down in prayer’ (Quran 2 : 110)
Activity 3
Have 8 different ‘tableau’ scenarios written down. Examples :
Each group must pick one of these and make the scenario, freezing in their position. Use a digital camera to make a photo of each
After this get the whole class together, show the tableau photographs and get them describe their reactions, demonstrate some of the charades sequences,
Remind them of the discussion concerning the type of communication in prayer. Ask them in their groups to think of some of the things they have seen which shows a prayerful attitude through the body positions. Ask the children to think up words that believers might use to describe these positions and expressions and what types of prayers the positions might resemble?
Prayer in Islam
Show an image or video of the prayer positions in Islam. Using all the questions and ideas generated about the nature and purpose of prayer, and the nature and forms of communication, talk about what each position seems to be saying or symbolizing.
Sketch each position, labelling it to explain what each action communicates.
Learn about aspects of the mosque that enable prayer, such as:
Listen to the Adhan, there are many clips on you Tube.
Look at images of Mecca in Saudi Arabia, birthplace of Islam and home of the Hajj, where all Muslims face and they pray.
Prepare a brief amount of information on each aspect of the mosque. Ask groups to conduct further research and make explicit links between their aspect of the mosque and how it aids prayer. Create a class collage entitled: The Mosque: a House of Prayer