and target and set clear targets and Marked setting Complete corrections complete corrections with Teacher may allow students to mark assessments. and improve a clear framework. this and say what was good/not so assessment score. good about the answers. Teacher could then give out the marked assessments and allow students time to complete their corrections. Students could then set their targets for the next section of this unit. Topic title Subject-specific Guidance Learning activity Resources Lesson detail Number Lesson The Five Pillars of Introduction to the The focus should be on Students could be asked to make a list Images of buildings. 16 concept of pillars in explaining the concept of of items required to make a building. Sunni Islam and Sunni Islam pillars in Sunni Islam and They could be asked why they chose the Ten The Ten Obligatory the Ten Obligatory Acts of these materials and explore the Obligatory Acts of Acts of Shi’a Islam. Shi’a Islam. concept of pillar before linking to the Shi’a Islam five pillars. They could consider the effect of removing the main pillar of a building and the effect that it has and relating this to how Muslims see the Shahadah. Students create a chart that shows what Sunni and Shi’a Muslims have in common in the Pillars/Obligatory Acts
and target setting Complete corrections and improve assessment score. and set clear targets and complete corrections with a clear framework. Teacher may allow students to mark this and say what was good/not so good about the answers. Teacher could then give out the marked assessments and allow students time to complete their corrections. Students could then set their targets for the next section of this unit. Marked assessments. Lesson Number Topic title Subject-specific detail Guidance Learning activity Resources Lesson 16 The Five Pillars of Sunni Islam and the Ten Obligatory Acts of Shi’a Islam Introduction to the concept of pillars in Sunni Islam The Ten Obligatory Acts of Shi’a Islam. The focus should be on explaining the concept of pillars in Sunni Islam and the Ten Obligatory Acts of Shi’a Islam. Students could be asked to make a list of items required to make a building. They could be asked why they chose these materials and explore the concept of pillar before linking to the five pillars. They could consider the effect of removing the main pillar of a building and the effect that it has and relating this to how Muslims see the Shahadah. Students create a chart that shows what Sunni and Shi’a Muslims have in common in the Pillars/Obligatory Acts Images of buildings.
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