RELIGIOUS STUDIES: A STUDY OF RELIGION - ISLAM

SCHEME OF LEARNING

Component 1: Option B Islam Second Year / A Level

GCE A LEVEL

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Component 1: Option B Islam Second Year / A Level

The principal aim of this Scheme of Learning is to support teachers in the delivery of the new Eduqas AS and A level Religious Studies specification. It is not intended as a comprehensive reference, but as support for professional teachers to develop stimulating and exciting courses tailored to the needs and skills of their own students in their particular centres.

In addition, this document must not be used instead of the specification, but must be used to support the delivery of it. It offers assistance to teachers with regard to possible classroom activities, links to digital resources (both our own, freely available, digital materials and some from external sources), text books and other resources, to provide ideas when planning interesting, topical and engaging lessons.

The intention of this scheme of work is that learners will participate in some independent learning tasks prior to attendance at the lesson. In this way, learners should arrive at the lesson with questions concerning areas that they do not understand, and there is more time for analysis and evaluation of the material within the lesson time. For those who do not wish to take this approach, the activity suggestions should still be flexible enough to be adapted.

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Lesson Specification Detail Activities Resources Assessment Independent Learning

Theme 1: Religious figures and sacred texts

D. Sources of shari’a (the way) - Qur’an; sunna (clear trodden path) and hadith (report); qiyas (analogy); ijma (consensus):

1 The significance of sunna for Muslims and the development of hadith. The different categories of hadith in relation to the overall reliability of text and chain of transmission.

Start by re-cap/ quiz about sources of wisdom and authority from AS. Make a timeline of how shari’a developed from sources of authority, using the Eduqas resource to help add stages where opinions, interpreters and so on developed along the way. Discuss the reliability of hadith by referring to the interpretation of Umm Warraqh (Year 2 text book page 11).

EDUQAS A level Islam Resources http://resources.eduqas.co.uk/Pages/ResourceSingle.aspx?rIid=1122 AO1 Sources of shari’a WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) Useful for re-cap: WJEC/Eduqas Religious Studies for A Level, Year 1 – Islam. Richard Gray (Illuminate, 2016)

Summaries for paired assessment. Timeline of sources of shari’a and interpreters.

Read up on and make a summary in not more than 60 words for each: The collection of the hadith The reliability of text The chain of narrators Share answers in pairs and offer one good point (what went well WWW) and one point for improvement (EBI even better if)

2 The development of qiyas and ijma. The work of Al-Shafi in devising a methodology for fiqh (deep understanding) of shari’a. The establishments of the major law schools in applying fiqh within Islam.

Make a table to define the different schools of fiqh and key similarities and differences. Include in those the use of Al-Shafi’s methods and other ways fiqh was derived, such as use of local customs from Madinah. Divide class into two and ask one side to list top 5 reasons why there is more similarity amongst the schools of fiqh; the other why they are more different. Class debate.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) An Introduction to Islam 2nd Edition. David Waines (Cambridge, 2003) pages 63-84 Reasoning with God. Khaled Abou El Fadl (Roman and Littlefield, 2014) -introduction section.

Entry ticket for definition of one of the terms. Comparison table. Write own conclusion to the debate.

Choose 3 sources available from you and write down the book title/ internet site/ source used for each. Research and write down definitions for ijma, qiyas and fiqh. Which was the most useful source and why? Did the sources agree in their definitions?

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3 Issues for analysis and evaluation will be drawn from any aspect of the content above, such as: The divine nature of the shari’a. The extent to which human interpretation may impair understanding of shari’a.

Evaluate in groups the two sample answers from the EDUQAS resource.

Draft essay about one of the issues of analysis in note form, highlighting main point, examples/ evidence and explanation (PEE) for each paragraph. Discuss the quotes from Abdul Haikm Murad and Muhammad al-Albaani (page 16, year 2 book) and identify the significance of the issues regarding sources of shari’a for Muslims today.

A Qur’anist argument: https://www.youtube.com/watch?v=gnZGzaFlJjU EDUQAS A level Islam Resources http://resources.eduqas.co.uk/Pages/ResourceSingle.aspx?rIid=1122 AO2 Sources of shari’a WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017)

Draft essay. Opportunity for self/ peer comments on draft. Exit pass: identify issue of significance.

Research at Qur’anist opinion and why they reject the traditional interpretation of fiqh, and specifically the hadith. How might a traditionalist minded Sunni or Shi’a Muslim respond? Write up essay for homework.

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E. The role of shari’a and its importance for Muslims:

4 Different understandings of the term shari’a and the different ways in which it is applied by Muslims throughout the world today with reference to: shari’a as civil law; shari’a as religious law and shari’a as a moral guide. The role of the mujtahid (jurist) and taqlid (imitation).

Make a mind map of the different uses of shari’a law, fanning out in more detail from the branches: civil law; religious law; moral guide. Draw two boxes and in them define mutajhid and taqlid. Class discussion: what concerns might people have about the use of shari’a today? Include as many different issues as possible, including the views of different Muslims such as Yasmin Alibhai-Brown.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) An Introduction to Islam 2nd Edition. David Waines (Cambridge, 2003) Reasoning with God. Khaled Abou El Fadl (Roman and Littlefield, 2014)

Mind map. Definitions boxes. List of issues about shari’a.

Research in advance of the lesson how shari’a is applied in different countries in the world. Include examples of different countries such as Iran, Saudi Arabia, Pakistan and Turkey. Share your research at the beginning of the lesson.

5 Specific reference to the debates surrounding ijtihad (intellectual struggle) and contrasting views from within Sunni and Shi’a Islam on ijtihad. A comparison of the approaches taken by Salafi scholar Rashid Rida and modernist Islamic scholar Tariq Ramadan.

Watch the two video clips and discuss. Why do some people oppose and others agree with individual reinterpretation? Feedback from research in groups. Group work discussion: for Rashid Rida and Tariq Ramadan, identify their position, 3 strong points in their argument and 3 weaknesses. Make chart. Identify reasons why a reformist Muslim might disagree with both positions fort exit ticket.

The Salafi Fallacy - Abdal Hakim Murad video. https://www.youtube.com/watch?v=1MRXs5fqlXQ Ijtihad: Feminism and Reform (Part 3) video – first 4 minutes. https://www.youtube.com/watch?v=8TD5lrgwblQ WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) Classical Islamic Theology. Ed Tim Winter(Cambridge, 2008) pages 237-253

Chart of strengths and weaknesses of Rashid Rida and Tariq Ramadan’s arguments. Exit ticket.

Research and summarise what is Ijtihad and what are the Shi’a and Sunni perspectives on it. Prepare 1 minute introduction to a TV program about the subject and share it in groups of 4 in class.

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6 Issues for analysis and evaluation will be drawn from any aspect of the content above, such as: The extent to which a description of shari’a as law is misleading. Whether or not the doors to ijtihad are closed.

Read and identify main points from Year 2 book in answer to the question whether or not the doors to ijtihad are closed. Discuss in pairs then make a brief essay plan: main paragraph headings. Write this AO2 essay under timed conditions (35 minutes). Share and discuss conclusions, if time.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017)

Timed essay. Revise learning so far in this topic and create a Venn diagram about the positions of Sunni Shia and Salafi about shari’a. Where would reformist Muslims be on the chart?

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F. Muslim understandings of jihad:

7 The different meanings of jihad (struggle) both greater and lesser. The importance and significance of greater jihad as a personal spiritual struggle for every Muslim. The historical context and the specific conditions of lesser jihad. The problems in applying lesser jihad today with specific reference to modern warfare.

Using your research about Averroes, Al-Ghazali and Rabia of Basra, make 3 video shorts to present reporting their position on Jihad. Watch video clip about Jihad to help form definition. Make a chart identifying 5 key features of greater, and 5 key features of lesser Jihad. Draw 2 separate small circles: in one write Madinah and in the other write modern. Around the circles write brief points about the context of lesser jihad.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) What Does Jihad Actually Mean? Video. https://www.youtube.com/watch?v=CZP1nAoajh0 Reasoning with God. Khaled Abou El Fadl (Roman and Littlefield, 2014)

Video shorts. Chart. Circle diagrams.

Research what the following commented about Jihad: Averroes Al-Ghazali Rabia of Basra Prepare a brief report, to be given like a TV video/ news item about each.

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8 Issues for analysis and evaluation will be drawn from any aspect of the content above, such as: Misunderstandings of the term jihad. The relevance today of the teachings about lesser jihad.

From the video clips, in what ways is Jihad misunderstood? Why do you think this is so? Discuss in pairs. Class discussion about the differences between lesser Jihad in Madinah and Jihad today – aim to evidence every statement made; pause discussion to briefly reread evidence to develop oral comments. Choose one of the two issues posed to respond to. Choose three quotes from the section on Jihad in the Year 2 book, pages 39-51, and refer to them in your essay. Peer evaluation of draft – how could the essay be improved to specifically focused on the wording of the question?

There is NO Holy war in Islam! So what is Jihad? Video clip. https://www.youtube.com/watch?v=z0b8KnaiBKc Real Meaning of JIHAD in QURAN | Shaykh ul Islam Dr Muhammad Tahir ul Qadri. Video clip –first 3 mins. https://www.youtube.com/watch?v=X2v6L0bdK9Q Raheel Raza fights jihadi Islamism every day - What drives her? Video clip. https://www.youtube.com/watch?v=Dtxgl8lHArs WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017)

Discussion comments. Draft essay.

Improve and redraft essay.

9 Feedback from timed essay (lesson 6). Opportunity for review of work in theme 1 and set targets for improvement.

DIRT time Green pen feedback and target setting for students. See some students individually where necessary.

Exemplar material from text book. WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017)

Student responses in green pen feedback and target setting.

Re-drafting key paragraphs.

Extension Tasks: Create a revision guide for this unit, including a selection of terms and their definitions, a summary of different viewpoints, a short selection of quotations and a paragraph plan to a sample question.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) An Introduction to Islam 2nd Edition. David Waines (Cambridge, 2003)

Guide could be checked for accuracy / vocab / understanding. Use a must / should / could criteria for success and differentiation.

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Theme 3: Significant social and historical developments in religious thought Knowledge and understanding of religion and belief

A. The relationship between religion and society: respect and recognition and the ways that religious traditions view other religions and non-religious worldviews and their truth claims. The concept of a state governed according to Islamic principles and the political and social influence of religious institutions as a challenge to secularisation:

10 The religious, social, moral and political structure of Madinah as the model or ideal for any state governed according to Islamic principles and the impact of the Constitution of Madinah. The role of shari’a law within a state governed according to Islamic principles. The challenge of shari'a law within a non-Islamic secular state.

Complete brief Who When What Where How Why for the Charter of Madinah. Consider four Muslim countries today and evaluate how far their governments follow the Charter of Madinah. Watch video clip. How far do you think respect is applied for others by Muslims today? Make evaluation.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) for revision. An Introduction to Islam 2nd Edition. David Waines (Cambridge, 2003) Respect for minorities in Islam. Video clip. https://www.sultanandthesaintfilm.com/respect-religious-minorities-islam/

Questions chart. Evaluations.

In advance of the lesson, make notes on the political, social, economic and religious structure in Madinah. After the lesson read about Ali Abd’al Raziq and Akbar Ganji and identify 3 differences between their approaches.

11 Issues for analysis and evaluation will be drawn from any aspect of the content above, such as: The compatibility of Islam with democracy. The extent to which shari’a is an adequate guide for all aspects of a society.

Watch the video clips. Why might some Muslims see democracy and secularism as in keeping with the Charter of Madinah and others see it as against shari’a? Make a Venn diagram with two overlapping circles: Islam and democracy. Add points to the diagram using the discussion from Year 2 book. Write a conclusion to this question with your 3 strongest arguments and discuss in class.

How compatible is Islam with democracy. Video clip. https://www.youtube.com/watch?v=_hGQS7Qyx9U Secular Islam Summit - St. Petersburg Declaration. Video clip. https://www.youtube.com/watch?v=aXGz7QVq4sA WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) for revision.

Venn diagram. Thought showers/ spider diagrams. Conclusions.

Make a thought shower/ spider diagram to address the issue: the extent to which shari’a is an adequate guide for all aspects of a society.

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B. The relationship between religion and society: respect and recognition and the ways that religious traditions view other religions and non-religious worldviews and their truth claims. The challenges to Islam from scientific views about the origins of the universe:

12 Islamic teachings about creation and their compatibility with modern scientific theories such as the Big Bang, the Steady State and Expanding/Oscillating Universe theories. Reference should be made to Sura 3:26-27, Sura 23:12-14 and Sura 51:47.

Watch the clip then read page 68-69, Year 2 book. To what extent did Islam promote scientific and philosophical learning? Discuss reasons for and against. Create a table of the Creation theories including columns for: Islamic Creation story Big bang Steady State Expanding/ Oscillating Universe Include rows: Summary of the theory Similarities with Islamic story Differences with Islamic Story Relevant Qur’an quote reference and meaning

Ibn Al-Haytham (Alhazen) - Father of the Modern Scientific Methodology by Jim Al-Khalili. Video clip. https://www.youtube.com/watch?v=r3ftyTLqUuk WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) for revision.

Entry ticket: share an achievement from a named Muslim Scientist. Table of Creation theories.

Before the lesson, research the Scientific achievements of the Muslim Golden Age. Choose 3 Muslim Scientists from this period and be prepared to share their achievements. After the lesson, review the Creation theories and conclude below each column how compatible you feel it is with Islam.

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13 Issues for analysis and evaluation will be drawn from any aspect of the content above, such as: The effectiveness of Islamic responses to the challenges of scientific views about the origins of the universe. Whether or not Islam is compatible with science.

Watch the clip and discuss why some Muslims oppose the Scientific theory of evolution and why other Muslims might agree with it. Use the quotations from Ibn Khaldun and Saudi text book on page 83 of Year 2 book to further the discussion. Working in groups, read the sample essays from the EDUQAS resource site. Make a thought shower/ spider diagram of the main points for each answer. This can be done in groups, then share work. For each answer for both AO1 and AO2 agree in your group 3 points WWW (what went well) and 3 points EBI (even better if).

Usama Hasan - Imam Threatened for Teaching Evolution. Video clip. https://www.youtube.com/watch?v=-28Hs34U0Fg WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) for revision. EDUQAS A level Islam Resources. http://resources.eduqas.co.uk/Pages/ResourceSingle.aspx?rIid=1122 AO1 and AO2 The challenges to Islam from scientific views.

Thought shower/ spider diagrams. WWW/ EBI points from the essay.

Make a quote sheet using a selection of the most relevant quotes from this chapter. Reduce the quotes to a maximum of 3 lines each. Choose no more than 6 quotes that you feel are most relevant.

14 Timed essay – 1 hour.

Use the questions from the EDUQAS A level resource discussed in the previous lesson or an alternative on the same topic. ANSWER EITHER 1 (a) Examine the compatibility of Islam with scientific theories. (b) How well does Islam respond to the challenges of scientific theories of the origins of the universe? OR 2 (a) Explain the Islamic creation story. (b) ‘Islam is compatible with Science.’ Discuss.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) for revision.

Formal assessment: Timed essay

Revision in advance of the lesson.

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C. The relationship between religion and society: respect and recognition and the ways that religious traditions view other religions and non-religious worldviews and their truth claims. Islamic attitudes towards pluralism:

15 The diversity in Muslim attitudes towards other religions, including People of the Book. The teachings found in Sura 42:13, Sura 2:136 and Sura 2:256.

Make a definition of pluralism and discuss the different teachings from the Qur’an researched. Make a mind map about the variety of different Muslim attitudes towards pluralism. Include various examples from different periods of history and different parts of the world, such as from Madinah; the early Islamic Empire; the period of Muslim rule in Spain; Al-Biruni; the Mughals; Liu Zhi and add to the branches of the diagram various references to the quotes you have studied.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017). An Introduction to Islam 2nd Edition. David Waines (Cambridge, 2003) Reasoning with God. Khaled Abou El Fadl (Roman and Littlefield, 2014)

Mind map.

In advance of the lesson, look up the following Qur’an quotations and sort them according to their teachings about pluralism: 2:136 2:256 3:113-115 5:5 5:51 6:107-108 9:5 42:13

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16 The importance of religious freedom in the history of the Islamic religion. Conversion in Islam.

Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:

The effectiveness of Islamic responses to pluralism.

Whether or not there is coherent approach to conversion in Islam.

Discuss what is freedom of belief and expression? Watch the first two video clips and discuss the extent to which there is freedom in Islam.

Watch the third video clip and discuss the different experiences people have which lead them to convert to Islam.

Watch the EDUQAS video guides for AO1 and AO2 essay writing and begin preparing an essay on an issue from this topic.

Difference between Muslim moderates and real reformists: Irshad to The Guardian. Video clip. https://www.youtube.com/watch?v=xVUYTtKbPDo Shaykh Hamza Yusuf - Apostasy Law & maqasid. Video clip. https://www.youtube.com/watch?v=wmWAD4WIWqw Why I Converted to Islam. Video clip. https://www.youtube.com/watch?v=VCVlytKoMLE EDUQAS A level Islam Resources http://resources.eduqas.co.uk/Pages/ResourceSingle.aspx?rIid=1122

AO1 and AO2 Muslim teachings and attitudes towards pluralism video.

Discussion comments.

Draft essay plans.

Choose one of the issues and draft an essay plan including paragraph headings, main point, evidence and explanation for each paragraph.

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17 Feedback from timed essay (lesson 14)

DIRT Time (Dedicated Improvement Reflection Time) Green pen feedback and target setting for students. See some students individually where necessary.

Exemplar responses from text books. WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) for revision.

Student responses in green pen feedback and target setting.

Re-drafting key paragraphs.

Extension tasks: Make a series of video shorts or social media style message debates between Muslims who are reformist, traditionalist, convert and apostate, including pointers to their views and discussing issues around freedom of belief.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) An Introduction to Islam 2nd Edition. David Waines (Cambridge, 2003)

Assessment via the end product / reasoning given in discussion.

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D. The relationship between religion and society: religion, equality and discrimination. The importance of family life for the Muslim religion:

18 The role of the family and the Muslim home as foundational for Islamic principles. The changing role of men and women in Islam with reference to family life.

Make a poster of the main stages in life. Give the role of the family and the support and requirements of Islam on Muslims at each stage in their journey through life. How are gender roles changing in the modern world? Refer to careers, marriage and challenging abuse. Make a list of 5 changes and put them in order of significance. Overall, how significant do you consider these changes to be?

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) Women in Pre-Islamic Arabia Muslim Women's League, 1995 Muslim Women Mystics. Margaret Smith (One World, 2001) Islam, Culture and Women. Ruqaiyyah Waris Maqsood. Islam for Today

Posters. List of changes put in order and evaluation of significance.

After the lesson, create a quiz containing 10 questions (with answers) that you could use to test another learner’s knowledge.

19 The role and status of women in Islam with reference to feminism: the pioneering work of Professor Aisha Abd Al Rahman “Bint ash shati”; the contemporary feminist view of Haleh Afshar.

To open the lesson learners could test one another using their quick quizzes prepared prior to the lesson. Use the EDUQAS resource handouts and make summaries of the different opinions of Muslim women on the two issues given. Compare the contribution of Haleh Afshar to Aisha Abd Al Rahman. Which had the greatest influence and why?

EDUQAS A level Islam Resources http://resources.eduqas.co.uk/Pages/ResourceSingle.aspx?rIid=1122 AO1 The role and status of women The Status of Women in Islam. Jamal Badawi. Women and Politics in Iran. Haleh Afshar. The European Journal of Development Research 12 (2000): 188-205

Quiz Q+A Summaries Comparisons notes and comments made in debate.

Make a biography for a women’s magazine of Haleh Afshar and Aisha Abd Al Rahman. Make an evaluation in the article about their influence on the position of Muslim women. Include their take on feminism.

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20 Issues for analysis and evaluation will be drawn from any aspect of the content above, such as: The extent to which the Muslim family is central to the Islamic religion. Whether or not women are equal to men in Islam.

Watch the two video clips. In what ways do some Muslims treat women in a way less than men, and why do other Muslims challenge this? Use the EDUQAS sample answers. Evaluate the essays in groups. Use the EDUQAS level descriptors to help evaluate each essay and make a comment on each one. Choose one of the essays and draft your own response.

Are Islam and Feminism Mutually Exclusive? Video clip. https://www.youtube.com/watch?v=0Vduu3_c5xo What Does It Mean To Be A Feminist In Islam? Video clip. https://www.youtube.com/watch?v=MpdXrKqWx14 EDUQAS A level Islam Resources http://resources.eduqas.co.uk/Pages/ResourceSingle.aspx?rIid=1122 AO2 The role and status of women Shattering Illusions: Western Conceptions of Muslim Women. Saimah Ashraf. Women, Shari'a, and Oppression - Where are the Voices of Conservative Muslims? Saraji Umm Zaid. Islam for Today

Comments made to evaluate the samples essays. Draft essays.

Evaluate your essay draft. Look back on your previous essays and aim to write yourself 3 targets for improvement. Now redraft your essays implementing your improvements.

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E. Islam and migration: the challenges of being a Muslim in Britain today:

21 An examination of the problems created by segregation and assimilation for Muslim communities and individuals living in Britain today with a focus on food, dress, practice of religion and education. The role of the Muslim Council of Britain.

Draw a table with two columns: assimilation and segregation. Jot down a definition of the position of Muslims in each and add rows to consider issues involved with food laws, dress and practice of religion that may segregate Muslims or that may be overcome by others/ other means.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) Muslims of Europe The ‘Other’ Europeans. H.A. Hellyer (Edinburgh, 2009)

Completed tables. Research task and evaluations.

Research the role and functions of the MCB. Do an online search for the contributions of MCB to debates and services they provide. Choose 3 and note how effective you feel the MCB were at helping Muslims through their actions.

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22 Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:

The possibility of assimilation into a secular society for Muslims in Britain.

The effectiveness of the Muslim Council of Britain (MCB).

Watch the two video clips. What do you learn from the clips about the MCB? How effective do you think the spokespeople were? Discuss further in class using the results of homework research.

Make 3 recommendations for the MCB to improve their effectiveness.

Read the section from Year 2 book about assimilation into secular society, pages 130-131. Summarise the article in no more than 100 words.

Muslim Council of Britain: Harun Khan interview. Video clip. https://www.youtube.com/watch?v=M1zd2MKkYKs How Integrated Are British Muslims? Video clip. https://www.youtube.com/watch?v=uPTIltHu9jE WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017)

Recommendation conclusions for MCB.

Summary of article. Exit pass: your most important recommendation for the MCB.

Make a mind map about the issues of Muslims living in a secular society such as Britain. Include different problems that may affect Muslims differently according to gender and their interpretation of Islam.

23 Timed essay – 1 hour. Use the questions from the EDUQAS A level resource, or an alternative on the same topic.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) for revision.

Formal assessment: Timed essay

Revision in advance of the lesson.

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F. Western perceptions of Islam:

24 Issues of bias, misrepresentation, inaccuracy and Islamophobia throughout the Western world with a particular focus on Britain. Examples may be drawn from: political views; views from media sources (television, radio or newspapers) and/or online media.

Watch the video clips, first 5 mins of each. In what ways is the media biased against Islam and Muslims? Design a self-help guide leaflet for Muslims telling them how to recognize Islamophobia and how to report it. What are the differences between genuine criticism and bias? Make 3 bullet points for each with reference to political views about Islam, using Year 2 text pages 138-9.

Media Bias Against Islam. Video clip. https://www.youtube.com/watch?v=ow3u_WN3QJo "Islamophobia in the West" with Mehdi Hassan. Video clip. https://www.youtube.com/watch?v=dKpwqGOrauA WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017).

Self help guide about Islamophobia. Bullet points distinguishing criticism from bias.

Find clips on the internet of films, cartoons, online articles or news items. How many of them do you think show bias? What are the dangers of learning about Islam from the internet?

25 Issues for analysis and evaluation will be drawn from any aspect of the content above, such as: The extent to which the media influences Western perceptions of Islam. Whether or not Islam is accurately represented in Britain today.

As a starter, share issues that arose from the video research task. Group the issues into categories. In groups or pairs, draft essay plans for the two issues, including paragraph headings, evidence and explanations. Share essay plans and advise in pairs two points for improvement.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017). Muslims In Britain. Video clip. https://www.youtube.com/watch?v=ZoqV8eH6EX0

Entrance token: give a concern about learning about Islam from the media or online media. List of issues. Essay drafts.

Before the lesson, watch the Muslims in Britain debate and identify a list of issues about Muslims in Britain. Write up one of the essays in full.

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26 Feedback from timed essay (lesson 23)

DIRT time Green pen feedback and target setting for students. See some students individually where necessary.

Exemplar responses from text books. WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017).

Student responses in green pen feedback and target setting.

Re-drafting key paragraphs.

Extension tasks: Organise a media trial about Islam in Britain: divide the class in two. Prosecutors aim to prove the media are biased, using evidence. Defence aim to prove the media are merely reporting accurately and where critical this is justified.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) An Introduction to Islam 2nd Edition. David Waines (Cambridge, 2003)

Assessment via the end product / reasoning given in discussion.

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Theme 4: Religious practices that shape religious identity

D. Diversity within Islam:

27 Beliefs and practices distinctive of Shi’a Islam: Specific Shi’a interpretations of the Five Pillars. The significance of the historical dispute that gave rise to Shi’a Islam with reference to: the succession of Ali; the death of Hussein and martyrdom.

Watch the video clip and identify brief answers to questions: What where when who what why? Make a time line of events from the Prophet’s death; First 3 Caliphs; Ali’s Caliphate; Ali’s death; death of Hasan and Hussein; commemoration of the events at Kerbala. At each stage note Shi'a opinions and Sunni opinions.

Shi'a Muslims worldwide mark Imam Hussein’s martyrdom. Video clip. https://www.youtube.com/watch?v=xuF4vMM07lM WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) An Introduction to Islam 2nd Edition. David Waines (Cambridge, 2003) The Shia Revival. Vali Nasr. (W. W. Norton, 2006)

Pillars diagram. Time charts. 3,2,1 exit tickets: 3 things they learned, 2 things they want to know more about, 1 question they have. Tickets should be filled in for a learner to leave the room.

Summarise the Shi'a pillars of Islam by making a drawing of a pillared building and noting the main points on the pillars. Underneath each point note how different or similar it is to Sunni practice.

28 Beliefs about the Imam; Mahdi (occultation); pilgrimage; muta (temporary marriage) and taqiyya (concealing belief). How developments in beliefs and practices have, over time, influenced and been influenced by developments in philosophical, ethical studies of religion.

Draw four boxes each of 8 lines and write a summary in each box of Imam; Mahdi; muta and taqiyya. Use the bulleted summary from the EDUQAS resource to write an essay on the beliefs and practices of Shi'a Islam.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) EDUQAS A level Islam Resources http://resources.eduqas.co.uk/Pages/ResourceSingle.aspx?rIid=1122 AO1 Beliefs and practices distinctive of Shi'a Islam

Summary boxes. Essay. Pilgrimage guide.

Make a pilgrims guide leaflet to Shi'a places of pilgrimage. Include details about the significance of each place and what pilgrims should do in their rituals.

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29 Issues for analysis and evaluation will be drawn from any aspect of the content above, such as: Islam as a divided or united religion. The extent to which Shi’a is a unique form of Islam.

Using the EDUQAS resource and Year 2 book, identify for and against arguments for each issue. Make a list of questions for each side, as if you are a lawyer, cross examining. Identify 5 quotes of no more than 3 lines from this chapter and 5 other pieces of evidence or references that you could use to support an argument. Write a conclusion paragraph; share and discuss in class.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) EDUQAS A level Islam Resources http://resources.eduqas.co.uk/Pages/ResourceSingle.aspx?rIid=1122 AO2 Beliefs and practices distinctive of Shi'a Islam

List of questions for each argument. 5 quotes and 5 pieces of supporting evidence. Conclusion paragraphs.

Research the Qutb (Sufi spiritual leader). The role of the teacher, the use of parables and the direct personal relationship of teacher to pupil and the role of asceticism in preparation for next lesson.

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E. Islam and change - the development and influence on religious belief and practice within Islam of: within Islam of:

30 Sufi philosophical thought about the nature of God and religious experience: The Qutb (Sufi spiritual leader). The role of the teacher, the use of parables and the direct personal relationship of teacher to pupil. The role of asceticism. The role of personal, mystical religious experience as a way of experiencing God. The variety of sufi devotional practices including dhikr (remembrance), muraqaba (Sufi meditation) and sama (spiritual listening, specifically whirling).

To enter the lesson give a piece of information from research set into Sufism. Watch video clip and read sources from text books about Sufism. Make a thought shower/ spider diagram about all the different practices.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) Classical Islamic Theology. Ed Tim Winter(Cambridge, 2008) Islamic Mysticism: An Introduction to Sufi Islam. Video clip. https://www.youtube.com/watch?v=1EQtaQYpzTw

Entry ticket – question from research set. Thought showers/ spider diagrams. Magazine article.

Write a magazine interview with a Sufi in which you ask them about their rituals and how they achieve a deeper sense of union with Allah.

31 Issues for analysis and evaluation will be drawn from any aspect of the content above, such as: The possibility of a personal mystical union with God in Islam. The religious validity of Sufi devotional practices.

Make a Venn diagram of the main practices of Sunni, Shi'a and Sufi, with 3 overlapping circles. Working in groups, share research carried out into Shia and Salafi opinions. Find at least 5 additional quotes or pieces of evidence from Year 2 Text book, to discuss the validity of Sufi practices. Make an essay plan with paragraph headings, main points, evidence and explanation notes for each paragraph.

Spiritual Faces - The Salafi - Sufi issue. Video documentary. https://www.youtube.com/watch?v=dLQ5_1eogwE WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) Muslims: Their Religious Beliefs and Practices. 4th ed. Andrew Rippin. (Routledge, 2011)

3 arguments/ pieces of evidence. Venn diagram. Essay plans.

In preparation for the lesson, watch the video documentary and identify at least 3 arguments or pieces of evidence for and against the practices of Sufism.

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32 Timed essay. Choose past paper question / exemplar question from text book / exam board materials.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) for revision.

Formal assessment: timed essay.

Revision in preparation for formal assessment.

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F. Ethical debate about crime and punishment (including arguments posed by scholars from within and outside the Islamic tradition):

33 Traditional Muslim views about punishment for crime. Categories of punishment: qisas; hudud; tazir.

A comparison of different views about the death penalty: a modernist scholarly view (Tariq Ramadan); a traditionalist Islamic scholar (Sheikh Ahmad Ash-Sharabasi); the response of James Rachels (non-Islamic scholar).

Make a table for the 3 sorts of punishment: qisas; hudud; tazir. Give a definition, quote or reference and examples for each.

Make a poster to display the 3 contrasting views of James Rachels, Tariq Ramadan and Sheikh Ahmad Ash-Sharabasi about punishment.

Why might a Muslim agree in practice but disagree in principle with Rachels utilitarianism? Discussion in class.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) An Introduction to Islam 2nd Edition. David Waines (Cambridge, 2003)

Punishments table.

Poster about different views on punishments.

Investigate different opinions about the death penalty from Muslims and others. Write the 3 strongest arguments you find for and against and make your own conclusion.

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34 Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:

The effectiveness of Islamic ethical teachings as a guide for living for Muslims today.

The extent to which Islamic teachings on punishment can be applied today.

Watch video clip. What is Tariq Ramadan’s view on corporal punishment? Discuss conclusions from research made.

Make a list of shari’a punishments. How far are these carried out? How far are these compatible with human rights?

Summarise progressive/ reformist; literalist and traditional views about shari’a law punishments in no more than 150 words total.

Moratorium on Capital Punishment. Video clip. https://www.youtube.com/watch?v=gPvph4INf9I Yasmin Alibhai-Brown: What he wishes on us is an abomination. http://www.independent.co.uk/voices/commentators/yasmin-alibhai-brown/yasmin-alibhai-brown-what-he-wishes-on-us-is-an-abomination-780186.html WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017) Reasoning with God. Khaled Abou El Fadl (Roman and Littlefield, 2014)

List of punishments and assessment of them. Summary.

Draft essay outline.

Draft outline notes to address the effectiveness of Islamic ethical teachings for today.

Receive feedback from timed essay (lesson 32) and make improvements.

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Extension tasks: Make a wiki of all the important vocabulary from the variety and diversity of Islam chapter, including definitions and reference to different opinions.

WJEC/Eduqas Religious Studies for A Level, Year 2 – Islam. Idris Morar (Illuminate, 2017). An Introduction to Islam 2nd Edition. David Waines (Cambridge, 2003)

Wiki sites/ printouts or written booklets.