© OCR 2008
Contents
Introduction
3
Sample Scheme of Work: Unit B588: Muslim Texts 2 (Sunnah and Hadith)
6
Sample Lesson Plan: Unit B588: Muslim Texts 2 (Sunnah and Hadith)
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GCSE Religious Studies A (World Religion(s))
Introduction
Background
Following a review of 14 – 19 education and the Secondary Curriculum Review, the Qualifications
and Curriculum Authority (QCA) has revised the subject criteria for GCSEs, for first teaching in
September 2009. This applies to all awarding bodies.
The new GCSEs have more up-to-date content and encourage the development of personal,
learning and thinking skills in your students.
We’ve taken this opportunity to redevelop all our GCSEs, to ensure they meet your requirements.
These changes will give you greater control of assessment activities and make the assessment
process more manageable for you and your students. Controlled assessment will be introduced for
most subjects.
From September 2012 assessment tasks may be undertaken at any point between release of the
task and the examination series for which the task must be submitted. Centres must ensure that
candidates undertake a task that is valid for submission in the year in which the candidate
intends to submit it.
OCR has produced a summary brochure, which summarises the changes to Religious Studies.
This can be found at www.ocr.org.uk, along with the new specification.
In order to help you plan effectively for the implementation of the new specification we have
produced these Schemes of Work and Sample Lesson Plans for Religious Studies. These Support
Materials are designed for guidance only and play a secondary role to the Specification.
Our Ethos
OCR involves teachers in the development of new support materials to capture current teaching
practices tailored to our new specifications. These support materials are designed to inspire
teachers and facilitate different ideas and teaching practices.
Each Scheme of Work and set of sample Lesson Plans is provided in Word format – so that you
can use it as a foundation to build upon and amend the content to suit your teaching style and
students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the
teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and
skills need to be covered in delivering the course. At all times, therefore, this Support Material
GCSE Religious Studies A (World Religion(s))
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booklet should be read in conjunction with the Specification. If clarification on a particular point is
sought then that clarification should be found in the Specification itself.
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GCSE Religious Studies A (World Religion(s))
A Guided Tour through the Scheme of Work
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GCSE Religious Studies A (World Religion(s))
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Sample GCSE Scheme of Work
Unit B588: Muslim Texts 2 (Sunnah and Hadith)
SUGGESTED
TEACHING
TIME
FOUR 1
HOUR
LESSONS
TOPIC
AN – NAWAWI’S FORTY HADITH : NUMBER 3 - THE 5 PILLARS
TOPIC OUTLINE
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
Lesson One-

Read Hadith 3. Refer to Hadith 2 showing
how this builds upon the answer to Jibra’il’s
question on “what is Islam”?

Textbooks on Islam (e.g. Islam by Janet
Green)


Copy of an-Nawawi’s Hadith no’s 2 and 3

Short verbal question and answer session
on the content of the two hadith

Islam websites (n.b. teacher scrutiny for
suitability)
Although knowledge of each of the 5 pillars
is essential, the emphasis is on the
importance of pillars maintaining Islam and
how they influence /affect Muslims

Written exercise on What / When / Where /
How of the 5 pillars

BBC Religions website for schools

Draw a diagram showing how the 5 pillars
support the faith –Imam

Homework-research at least one pillar
showing how it could affect the everyday
live of a Muslim
Lesson two-


Pupils’ results

How the pillars affect the
individual Muslim
Feedback to class on results of homework
task

Textbooks on Islam

Class discussion on the outcomes.

Write a short statement summarising the
effects of each of the Pillars on a Muslim’s
life
The pillars have an effect in some way, on
the daily lives of Muslims ( e.g. prayer and
always having Allah on one’s mind / the
effect of sawm during Ramadan)

Homework (to help prepare for producing a
The 5 pillars – an outline
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GCSE Religious Studies A (World Religion(s))
Sample GCSE Scheme of Work
Unit B588: Muslim Texts 2 (Sunnah and Hadith)
SUGGESTED
TEACHING
TIME
FOUR 1
HOUR
LESSONS
TOPIC OUTLINE
TOPIC
AN – NAWAWI’S FORTY HADITH : NUMBER 3 - THE 5 PILLARS
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE

TV schools programmes on Islam


Text book on Islam (as above)
Strengthens the ummah and supports
individuals when all fasting together

BBC Religions website for schools

The hajj and it’s powerful emotional element
Islam websites (see above)

All praying at the same time facing the
Kab’ah

Muhammad

Muhammad’s
no 2

Allah’s command and Muhammad’s
practice
presentation in next lesson) - research on
how the Muslim community, is affected by
one or more of the pillars
Lesson Three-

The effect of the 5 pillars on
The Ummah
In groups of 3 or 4, discuss and prepare a
presentation to the class of how one of the
pillars could affect the local Muslim
community and /or the world wide Ummah

Each group to present their findings-and to
take questions from rest of class
Lesson Four

Why follow this hadith?
Consolidation

Why are the 5 pillars important?

Class discussion

Set an exam style question
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GCSE Religious Studies A (World Religion(s))

spoke these words
answer to jibra’il in hadith
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Sample GCSE Lesson Plan
Unit B588: Muslim Texts 2 (Sunnah and
Hadith)
An-Nawawi’s 40 Hadith : Hadith 3- The 5 Pillars
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Students to know basic facts about the 5 pillars.
Objective 2
Students to be able to show an understanding of the link between the content of Ahadith 2
and 3.
Objective 3
Students to be aware of how the 5 pillars are connected and supportive of the Muslim way
of life.
Recap of Previous Experience and Prior Knowledge

<<Insert>>
Content
Time
Content
5 minutes
Starter-activity
Individually or in groups of 3 –5, write a list of 5 rules/guidelines they could follow
every day that would help them to live happy lives.
5 minutes
Select a few students to read out their ideas-short discussion. Link to 5 pillars.
5 minutes
Read Hadith 3 -answer any questions.
Refer to Hadith 2 up to the answer that Muhammad
question.
gave to Jibra’il’s first
Verbal question and answer session on the quotes.
25 minutes
Divide the class into 5 groups.
Using the ahadith, textbooks on Islam, and internet sites
(e.g.-BBC web site http://www.bbc.co.uk/religion/religions/islam/practices/
Or Encarta), produce a short article on each of the 5 pillars.
10 minutes
One from each group to feedback some of their findings to class
GCSE Religious Studies A (World Religion(s))
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Sample GCSE Lesson Plan
5 minutes
Draw a diagram to showing the 5 pillars supporting Islam.
Consolidation
Time
Content
5 minutes
Quick fire verbal question/answer session on points from the lesson.
Explain homework research for next lesson.
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GCSE Religious Studies A (World Religion(s))