Teach Primary Issue 18.4

At this point, you can discuss with more able pupils how and why, out of respect, Muslims do not re-create any images of God, the Prophets or angels. Assessment · Do pupils know when the Hajj pilgrimage takes place? · Can pupils differentiate between the different calendars and years? · Can pupils summarise the story of the Prophet Ibrahim? WEEK 3 Learning objective l To begin to summarise some of the rituals of Hajj Before this lesson you’ll need to print and cut out enough copies of the Hajj rituals cards for children to have one set between each pair. Explain to pupils that over the course of the next two lessons, we will be exploring the rituals of Hajj and their significance. Split children into pairs and hand each pair a set of the Hajj rituals cards. Pupils will need to digest each of the rituals and then organise the cards in chronological order. Facilitate a whole class discussion on how pupils arranged their cards. You can then use the visual aids on slides 14–22 to confirm the correct order of the rituals. Assessment · Can pupils identify the Hajj rituals? · Can pupils make connections between the history of Hajj and the Hajj rituals? WEEK 4 Learning objective l To be able to summarise most/all of the rituals of Hajj Begin by reviewing what you learned in the previous lesson. Now explain to pupils that they will work in small groups to create a news report on the rituals of Hajj. Each group will have up to five minutes to present their news report and every pupil must contribute. You may wish to scaffold this activity by providing sentence starters for pupils. Assessment · Can pupils list the rituals of Hajj in chronological order? · Can pupils describe the rituals of Hajj with accuracy? WEEK 5 Learning objective l To understand how the Hajj experience has changed over the years. Ask pupils to think about their bucket list destination again. How would they F EATURE S P L ANN I NG www.teachwire.net | 23