Wiltshire RE Syllabus
Medium Term planner
Year: 2
Term:
Theme:
Believing: what people believe about
God, humanity and the natural world
Religion:
Islam
Key Question: Why is God important for Muslims?
Learning Objectives:
AT1
 retell a story about Allah and Muhammad
 identify some ways a Muslim might describe God
 choose some of 99 names of Allah and say what they symbolise about God
 say why Muslims try to follow Muhammad and have great respect for him
 begin to show an understanding of how important the Qur‟an is to Muslims
and give an example of a way Muslims treat the Qur‟an
AT2


respond sensitively to what matters to Muslims and what matters to me
suggest some questions about God that are hard to answer
Step 1: Engagement AT2 (1 lesson)
 Muslims believe that the world God created is a good and beautiful world for
us to live in. It was like a beautiful garden called Paradise. Go for a walk and
look for good and beautiful things. Take photos and collect little things of
interest to bring back to the classroom such as pebbles, shells, leaves or
twigs. Remind the children not to pick wild flowers. Make a display of the
objects and label them. Show them pictures of beautiful places around the
world and have other objects for them to handle if possible.
Activity: Invite the children to make their own good and beautiful worlds on paper
plates using either natural materials or collage.
Reflection: Muslims believe that they must always try to look after the beautiful world
Allah has made for us. How can we care for places of beauty?
Step 2: Investigation AT1 (3 lessons)
What do Muslims believe about God?
 Find out if any child in the class is Muslim and see if they (or their family) can
help answer this question. Watch the video clip at
http://www.bbc.co.uk/learningzone/clips/what-do-muslims-believe-aboutallah/3033.html
 Introduce a few names given to Allah by Muslims e.g. Mighty, Wise,
Everlasting, Compassionate, and talk to the children about what these names
mean – how do they help Muslims to understand what God is like.
Activity: Provide children with some of the names in bubble writing to colour/collage
to make a display for the wall. As they are working explore what the word means.
Explain to the children that Muslims never draw pictures of Allah or Muhammad as
they worship Allah not idols of him.
Reflection: Recall some names given to Allah by Muslims and suggest why Muslims
might wish to use these names.
Who was Muhammad pbuh?
 Play a game where a message is sent around a group of people. Start by
sending a hand squeeze around the circle; then change the pattern for
example 3 squeezes.
 Stand in a line, the person at the back draws a shape on the back of the
person in front of the: they draw it on the person in front and so on, until the
person at the front of the line draws the shape on paper. Was it the same
shape?
 Play Chinese whispers and discuss how difficult it is to pass a message.
 Muslims learn about a special messenger called Muhammad pbuh who
delivered messages from Allah. Watch video clip at
http://www.bbc.co.uk/learningzone/clips/muhammad-allah-and-thequran/4606.html to find out what Muslims know about Muhammad pbuh.
 This describes a special event that happened to Muhammad while he was
praying in a cave. Thought shower some words which were used to describe
Muhammad to find our why Muslims respect him and try to follow him: honest,
truthful, special, trustworthy, believer, messenger of God.
Activity: The story of Muhammad describes how he looked to the horizon and saw
the angel to the north, the south the west and the east before he disappeared. Take
the children to the hall/playground or large space and play NSEW. Take a compass
to find North and put a label saying north on the wall or fence. Work out where east,
south and west are together and label. When teacher calls out one of the points of
the compass the children have to run/hop/skip to the correct point.
Reflection: Lie/sit down quietly after all the running about and listen to some
peaceful music/nature sound tracks. Be still.
How important the Qur‟an is to Muslims?
 The special words in the Qu’ran were given to the Prophet Muhammad
[pbuh]. They were not written down at first but because Muhammad
[pbuh] was God’s special messenger he remembered all the words well
so that they could be written down later. Look at websites to help learn
about the Qur’an:
http://atschool.eduweb.co.uk/carolrb/islam/holybook.html
http://www.tes.co.uk/teaching-resource/The-Holy-Book-Islam-6149405/
 This explains how Muslims must use and treat their sacred book.
Activity: write some instructions to help us remember how to treat the Qur’an.
Literacy Link – opportunity for extended writing.
Reflection: Do you have something precious that stays wrapped up?
Step 3: Evaluation AT 2 (1 lesson)
What matters to Muslims?
 Make a cave in the classroom with blankets; tables, pop up tent or items to
hand. If possible make it big enough to all fit in. Can the children remember a
story about Muhammad and Allah which involved a cave? Take suggestions
from the children.
 All climb in the cave and retell the story together. Can the children remember
some names Muslims give to Allah? Talk about why Allah is important to
Muslims.
Activity: Make salt dough/clay caves to remind children of where Muhammad first
met the angel Jibril. Press stones and flowers/petals into the dough/clay to remind
children about the Muslim belief that Allah made a good and beautiful world.
Reflection: Talk to the children about their ideas of God and write these ideas down
for the children to see. What questions do you have about God? –scribe the
children’s questions.
Step 4 Expression AT 2 (1 lesson)
What matters to me?
 Look at some of the ideas the children had about God and read some of the
questions the children asked. Talk about whether we could answer them. Try
googling some!
 Ask the children to think of someone who is very precious to them. What
names could you give them to describe how they are or what they are like?
Model an idea like My Dad: strong: clever, funny, caring and special. Invite
the children to make a poster displaying the words. Decorate with
colour/collage/glitter!
Reflection: have a time of quiet thinking about people who are special to us.
Evidence:
Display of beautiful things and pictures
Children’s pictures of good and beautiful worlds
Collage posters of the names of Allah
Thought shower of words to describe Muhammad
Instructions for using the Qur’an
Dough/clay caves
Children’s questions and ideas about God
Special people posters
Step 1
Engagement
Skills:
Asking relevant
questions
The ability to see
the world through
the eyes of others,
and see issues
from their point of
view
Skills and Attitudes focus in this enquiry
Step 2
Step 3
Investigation
Evaluation
Skills:
Skills:
Ability to respond
to religious issues
through a variety of
media
Draw meaning
from stories,
artefacts, works of
art, poetry and
symbolism
Ability to explain
concepts, rituals
and practices
Use stillness,
mental and
physical, to think
with clarity and
care about
significant events,
emotions and
atmospheres
Step 4
Expression
Skills:
Developing the
power of
imagination to
identify feelings
such as love,
wonder
Attitudes:
Attitudes:
Attitudes:
Attitudes:
Feeling confident
about their own
beliefs and identity
and sharing them
without fear of
embarrassment or
ridicule
Developing their
imagination and
curiosity
Developing a
realistic and
positive sense of
their own religious,
moral and spiritual
ideas
Recognising their
own uniqueness as
human beings and
affirming their selfworth
AT1 Levelled Learning Outcomes
AT2 Levelled Outcomes
Level 1
 I can recognise the Qur’an as an
example of a holy book
 I can remember and tell someone
three things that happened in the
story of Muhammad in the cave
Level 1
 I can talk about caring for the
earth and identify actions that
show care for the planet
 I can talk about things that matter
most to me
Level 2
 I can use some religious words
(like creation, creator, God) to
explain why Muslims might love
the earth
 I can suggest two things that
matter to a Muslim
 I can identify a religious belief
(Muslim).
 I can say what makes the Qur’an
special or sacred and to whom
Level2
 I can talk about my own ideas
about what makes a book,
special, precious or holy.
 I can make up some good
questions to ask ‘the person who
knows everything’ / God
 I can respond sensitively to
stories about people Islam
religion noticing what matters to
them.
Resources:
TES website has some useful power points on Qur’an and Allah
Topicbox website
BBC class clips – more than listed above – choose to suit class
Craft materials
Clay/salt dough
Teacher Reflection:
WWW
EBI
Author: J Stevens