special library in this programme is a Activity 4: Prepare pupils for seeing members of the faith community engaged in worship during the visit, way to make children from and that they should view this behaviour respectfully. backgrounds feel included. Plenary: Ask pupils to prepare questions in case they get a chance to speak to a member of the congregation or an official, e.g. priest, granthi, imam, rabbi. Using role-play, practice asking these questions. Why is a mosque learn some of the key features of a mosque; think about their own beliefs about prayer and/or Pupils will special to Muslims? quiet reflection. SEN Aim: To look at the role of the mosque in Muslim worship. Gifted Possible activities Suggested resources Starter: Mind-map the concept of prayer, including ideas about who people pray to, what they pray for, Muslim artefacts: prayer mat, topi what helps people to pray, whether people pray alone or together, and the places where people pray. (traditional cap), qibla compass, prayer Focus on physical positions that people use when praying; discuss how you can tell people are praying beads, Qur’an stand and what the different gestures might mean. Introduce the term ‘reflection’: do pupils ever just sit quietly and think? Explain that for some non-religious people, reflection serves the same purpose as REonline’s “Places of Worship” website prayer. video about Birmingham mosque: Activity 1: Look at different pictures of mosques and see if there are any similarities or differences, such For two short videos about Muslim as the dome and minaret. worship in a mosque: Activity 2: Look at a collection of Muslim religious artefacts, such as a prayer mat, prayer beads (tasbih), Video of the wudu (wuzu) ritual from the qibla compass, topi, headscarf. Share knowledge of what they are and how they might be used. Carefully CLEO website: (Note: be sure and allow observe the prayer mat and share what you can see on it, e.g. image of a mosque, the Ka’bah, the alcove time for the video to download.) representing the direction of Makkah, arabesque patterns around the edge. Discuss how a prayer mat is used and how a qibla compass might be used to find the direction of Makkah.
special library in this programme is a way to make children from backgrounds feel included. Activity 4: Prepare pupils for seeing members of the faith community engaged in worship during the visit, and that they should view this behaviour respectfully. Plenary: Ask pupils to prepare questions in case they get a chance to speak to a member of the congregation or an official, e.g. priest, granthi, imam, rabbi. Using role-play, practice asking these questions. Why is a mosque special to Muslims? Pupils will learn some of the key features of a mosque; think about their own beliefs about prayer and/or quiet reflection. Aim: To look at the role of the mosque in Muslim worship. SEN Gifted Possible activities Suggested resources Starter: Mind-map the concept of prayer, including ideas about who people pray to, what they pray for, what helps people to pray, whether people pray alone or together, and the places where people pray. Focus on physical positions that people use when praying; discuss how you can tell people are praying and what the different gestures might mean. Introduce the term ‘reflection’: do pupils ever just sit quietly and think? Explain that for some non-religious people, reflection serves the same purpose as prayer. Muslim artefacts: prayer mat, topi (traditional cap), qibla compass, prayer beads, Qur’an stand REonline’s “Places of Worship” website video about Birmingham mosque: For two short videos about Muslim worship in a mosque: Video of the wudu (wuzu) ritual from the CLEO website: (Note: be sure and allow time for the video to download.) Activity 1: Look at different pictures of mosques and see if there are any similarities or differences, such as the dome and minaret. Activity 2: Look at a collection of Muslim religious artefacts, such as a prayer mat, prayer beads (tasbih), qibla compass, topi, headscarf. Share knowledge of what they are and how they might be used. Carefully observe the prayer mat and share what you can see on it, e.g. image of a mosque, the Ka’bah, the alcove representing the direction of Makkah, arabesque patterns around the edge. Discuss how a prayer mat is used and how a qibla compass might be used to find the direction of Makkah.