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 Voice
“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.”
Learner Voice and Evidence
“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 Voice
“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.”
Learner Voice and Evidence
“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 Voice
Learner Voice and Evidence
“It is a big
“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.”
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 Voice
“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.”
Learner Voice and Evidence
“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 Voice
“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.”
Learner Voice and Evidence
“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:
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.
Teacher Voice
“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”
Learner Voice and Evidence
“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.
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.