GCSE RELIGIOUS STUDIES (9-1)

Specification B: Beliefs in Action Y10 and Y11 Scheme of work

Area of study: 2 – ISLAM (Religion, Peace and Conflict)

Section 1: Muslim Beliefs

Section2: Crime and Punishment

Section 3: Living the Muslim Life

Section 4: Peace and Conflict

Area of study: 3 – CHRISTIANITY (Religion, Philosophy and Social Justice)

Section 1: Christian Beliefs

Section 2: Philosophy of Religion

Section 3: Living the Christian Life

Section 4: Equality

Area of Study 3 – Religion, Philosophy and Social Justice (CHRISTIANITY)

PAGE 1 of the EXAM!

Section 1: Christian Beliefs

Date: Students should have an understanding of: Lesson Plan Ideas:

An Introduction to Philosophy of Religion 1.1 The Trinity: The nature and significance of the Trinity as expressed in

the Nicene Creed; the nature and significance of the oneness of God; the nature and significance of each of the Persons individually: including reference to Luke 4: 21-22; divergent Christian understandings of the Trinity; how this is reflected in Christian worship and belief today.

21 He began by saying to them, “Today this scripture is fulfilled in your hearing.” 22 All spoke well of him and were amazed at the gracious words that came from his lips. “Isn’t this Joseph’s son?” they asked. Power-point: 1.1 Trinity Discuss the idea of a jaffa cake having three different tastes but still the same biscuit. A-Z (add keywords throughout unit of work) Guess the child celebrity! In small groups: Maps from memory task Explain the Trinity in Christianity The Baptism of Christ - A painting by Paolo Veronese(c.1580CE-1588CE)

Students explain the symbolism within the painting. Show media clip: Songs of Praise from Brighton (example of charismatic worship in Christianity) Pass the parcel/fly swatter activity to demonstrate progress GCSE style question (Gold, Silver, Bronze activity)

1.2 The creation of the universe and of humanity: the Biblical account of creation and divergent ways in which it may be understood by

In the beginning was the Word, and the Word was with God, and the Word was God. 2 He was with God in the beginning. 3 Through him all things were made; without him nothing was made that has

Christians; the role of the Word and Spirit in creation including John 1: and Genesis 1-3; the importance of creation for Christians today.

been made. 4 In him was life, and that life was the light of all mankind. 5 The light shines in the darkness, and the darkness has not overcome[a] it. In the beginning God created the heavens and the earth. 2 Now the earth was formless and empty, darkness was over the surface of the deep, and the Spirit of God was hovering over the waters. 3 And God said, “Let there be light,” and there was light.

1.3 The incarnation: the nature and importance of the person of Jesus Christ as the incarnate Son of God; the biblical basis of this teaching including John 1:14 and 1 Timothy 3:16 and its significance for Christians today.

14 The Word became flesh and made his dwelling among us. We have seen his glory, the glory of the one and only Son, who came from the Father, full of grace and truth. 16 And without controversy great is the mystery of godliness: God was manifest in the flesh, justified in the Spirit, seen of angels, preached unto the Gentiles, believed on in the world, received up into glory.

1.4 The last days of Jesus’ life: The Last Supper, betrayal, arrest, trial, crucifixion, resurrection and ascension of Jesus; the accounts of these within the Bible including Luke 22-24 and the significance of these events to understanding the person of Jesus Christ.

Judas Agrees to Betray Jesus 22 Now the Festival of Unleavened Bread, called the Passover, was approaching, 2 and the chief priests and the teachers of the law were looking for some way to get rid of Jesus, for they were afraid of the people. 3 Then Satan entered Judas, called Iscariot, one of the Twelve. 4 And Judas went to the chief priests and the officers of the temple guard and discussed with them how he might betray Jesus. 5 They were delighted and agreed to give him money. 6 He consented, and watched for an opportunity to hand Jesus over to them when no crowd was present. The Last Supper 7 Then came the day of Unleavened Bread on which the Passover lamb had to be sacrificed. 8 Jesus sent Peter and John, saying, “Go and make preparations for us to eat the Passover.”

9 “Where do you want us to prepare for it?” they asked. 10 He replied, “As you enter the city, a man carrying a jar of water will meet you. Follow him to the house that he enters, 11 and say to the owner of the house, ‘The Teacher asks: Where is the guest room, where I may eat the Passover with my disciples?’ 12 He will show you a large room upstairs, all furnished. Make preparations there.” 13 They left and found things just as Jesus had told them. So they prepared the Passover. 14 When the hour came, Jesus and his apostles reclined at the table. 15 And he said to them, “I have eagerly desired to eat this Passover with you before I suffer. 16 For I tell you, I will not eat it again until it finds fulfillment in the kingdom of God.” 17 After taking the cup, he gave thanks and said, “Take this and divide it among you. 18 For I tell you I will not drink again from the fruit of the vine until the kingdom of God comes.” 19 And he took bread, gave thanks and broke it, and gave it to them, saying, “This is my body given for you; do this in remembrance of me.” 20 In the same way, after the supper he took the cup, saying, “This cup is the new covenant in my blood, which is poured out for you.[a] 21 But the hand of him who is going to betray me is with mine on the table. 22 The Son of Man will go as it has been decreed. But woe to that man who betrays him!” 23 They began to question among themselves which of them it might be who would do this. 24 A dispute also arose among them as to which of them was considered to be greatest.

1.5 The nature of the salvation and the role of Christ within salvation: law, sin, grace and spirit, the role of Christ in salvation including John 3: 17 and Acts 4:12; atonement within Christianity and its link to salvation; divergent Christian understandings of the importance of atonement and salvation.

7 For God sent not his Son into the world to condemn the world; but that the world through him might be saved. 2 Neither is there salvation in any other: for there is none other name under heaven given among men, whereby we must be saved.

1.6 Christian eschatology: divergent Christian teachings about life after death; the nature and significance of resurrection, judgement, heaven, and hell and purgatory including reference to the 39 Articles of Religion; how beliefs about life after death shown in the Bible including reference to 2 Corinthians 5: 1-10 and divergent understandings as to why they are important for Christians today.

For we know that if our earthly house of this tabernacle were dissolved, we have a building of God, an house not made with hands, eternal in the heavens. 2 For in this we groan, earnestly desiring to be clothed upon with our house which is from heaven: 3 If so be that being clothed we shall not be found naked. 4 For we that are in this tabernacle do groan, being burdened: not for that we would be unclothed, but clothed upon, that mortality might be swallowed up of life. 5 Now he that hath wrought us for the selfsame thing is God, who also hath given unto us the earnest of the Spirit. 6 Therefore we are always confident, knowing that, whilst we are at home in the body, we are absent from the Lord: 7 (For we walk by faith, not by sight:) 8 We are confident, I say, and willing rather to be absent from the body, and to be present with the Lord. 9 Wherefore we labour, that, whether present or absent, we may be accepted of him. 10 For we must all appear before the judgment seat of Christ; that every one may receive the things done in his body, according to that he hath done, whether it be good or bad

1.7 The problem of evil/suffering and a loving and righteous God: the problems it raises for Christians about the nature of God including reference to omnipotence and benevolence including Psalm 103:8-9; how the problem may cause believers to question their faith or the existence of God; the nature and examples of natural suffering, moral suffering.

The Lord is merciful and gracious, slow to anger, and plenteous in mercy. 9 He will not always chide: neither will he keep his anger for ever.

1.8 The solutions offered to the problem of evil/suffering and a loving and righteous God: biblical, theoretical and practical including reference to Psalm 119:66-71, Job, freewill, value of soul-making, prayer, and charity; the success of solutions to the problem.

66 Teach me good judgment and knowledge: for I have believed thy commandments. 67 Before I was afflicted I went astray: but now have I kept thy word. 68 Thou art good, and doest good; teach me thy statutes. 69 The proud have forged a lie against me: but I will keep thy precepts with my whole heart. 70 Their heart is as fat as grease; but I delight in thy law. 71 It is good for me that I have been afflicted; that I might learn thy statutes.

Section 2: Religion, Philosophy and Social Justice (CHRISTIANITY)

Page 2 of the EXAM!

PHILOSOPHY OF RELIGION

2.1 Revelation as proof of the existence of God; Revelation as shown in the Bible including in the covenants with Noah and Abraham and through Jesus including Hebrews 1:1-2; divergent understandings of what revelation shows about the nature of God for Christians.

God, who at sundry times and in divers manners spake in time past unto the fathers by the prophets, 2 Hath in these last days spoken unto us by his Son, whom he hath appointed heir of all things, by whom also he made the worlds;

2.2 Visions as proof of the existence of God: the nature and importance of visions for Christians; biblical and non-biblical examples of visions including Genesis 15:1; reasons why they might lead to belief in the existence of God and reasons why they might not; divergent understandings of what visions show about the nature of God for Christians.

After these things the word of the Lord came unto Abram in a vision, saying, Fear not, Abram: I am thy shield, and thy exceeding great reward.

2.3 Miracles as proof of the existence of God: the nature and importance of miracles for Christians; biblical examples of miracles including John 4:48; reasons why they might lead to belief in the existence of God and reasons why they might not; divergent understandings of what miracles show about the nature of God for Christians.

48 Then said Jesus unto him, Except ye see signs and wonders, ye will not believe.

2.4 Christian attitudes towards religious experiences and its use as a philosophical argument for the existence of God: the nature of a religious experience and why it might be regarded as revelation including reference to Exodus 3:1-6; Christian responses to atheist and Humanist arguments that religious experiences do not provide proof that God exists.

Now Moses kept the flock of Jethro his father in law, the priest of Midian: and he led the flock to the backside of the desert, and came to the mountain of God, even to Horeb. 2 And the angel of the Lord appeared unto him in a flame of fire out of the midst of a bush: and he looked, and, behold, the bush burned with fire, and the bush was not consumed. 3 And Moses said, I will now turn aside, and see this great sight, why the bush is not burnt.

4 And when the Lord saw that he turned aside to see, God called unto him out of the midst of the bush, and said, Moses, Moses. And he said, Here am I. 5 And he said, Draw not nigh hither: put off thy shoes from off thy feet, for the place whereon thou standest is holy ground. 6 Moreover he said, I am the God of thy father, the God of Abraham, the God of Isaac, and the God of Jacob. And Moses hid his face; for he was afraid to look upon God.

2.5 Christian teaching about prayers: Christian teachings about the nature and importance of prayers; Christian teachings about reasons prayers that are answered in the way the person expects might lead to belief in God including 1 John 5:14; Christian responses to atheist and Humanist arguments surrounding unanswered prayers and loss of belief.

14 And this is the confidence that we have in him, that, if we ask any thing according to his will, he heareth us:

2.6 Design argument: the classical design argument for the existence of God and its use by Christians as a philosophical argument for the existence of God; divergent understandings about what the design argument may show about the nature of God for Christians including Romans 1:20; Christian responses to atheist and Humanist arguments against the design argument as evidence for the existence of God.

20 For the invisible things of him from the creation of the world are clearly seen, being understood by the things that are made, even his eternal power and Godhead; so that they are without excuse:

2.7 Cosmological argument: the cosmological argument for the existence of God and its use by Christians as a philosophical argument for the existence of God; divergent understandings about what the cosmological argument shows about the nature of God for Christians including the writings of St Thomas Aquinas; Christian responses to atheist and Humanist arguments against the cosmological argument as evidence for the existence of God.

2.8 Religious upbringing: Christian teachings about raising children to believe in God including reference to Proverbs 22:6; features of a Christian upbringing and why they may lead to belief in God; Christian responses to atheist and Humanist arguments about why a religious upbringing may result in a rejection of God’s existence.

Train up a child in the way he should go: and when he is old, he will not depart from it.

Section 2: Religion, Philosophy and Social Justice - CHRISTIANITY

Section 3: Living the Christian Life

Page 3 of the EXAM!

3.1* Christian worship: liturgical and non-liturgical forms of worship including activities which are informal and individual including reference to the Book of Common Prayer; when each form might be used and why; divergent Christian attitudes towards the practices, meaning and significance of liturgical and non-liturgical forms of worship in Christian life today.

3.2 The role of the sacraments in Christian life and their practice in two denominations: the role of the sacraments/ordinance as a whole; the nature and importance of the meaning and celebration of baptism and the Eucharist in at least two denominations including reference to the 39 Articles; divergent Christian attitudes towards the importance of having different types of worship for Christians today.

3.3 The nature and purpose of prayer: the nature of and examples of the different types of prayer; set prayers; informal prayer and the Lord’s Prayer including Matthew 6:9-13; when each type might be used and why; divergent Christian towards the importance of having different types of worship for Christians today.

9 After this manner therefore pray ye: Our Father which art in heaven, Hallowed be thy name. 10 Thy kingdom come, Thy will be done in earth, as it is in heaven. 11 Give us this day our daily bread. 12 And forgive us our debts, as we forgive our debtors. 13 And lead us not into temptation, but deliver us from evil: For thine is the kingdom, and the power, and the glory, for ever. Amen.

3.4 Pilgrimage: the nature, history including interpretations Luke 2:41-43 and purpose of pilgrimage; the significance of the places people

1 Now his parents went to Jerusalem every year at the feast of the passover.

go on pilgrimage; divergent Christian reasons why pilgrimage may or may not be important for Christians today with specific reference to Jerusalem, Iona, Taize and Walsingham.

42 And when he was twelve years old, they went up to Jerusalem after the custom of the feast. 43 And when they had fulfilled the days, as they returned, the child Jesus tarried behind in Jerusalem; and Joseph and his mother knew not of it.

3.5 Christian religious celebrations: the nature and history of Christian festivals in the church year including Christmas and Easter; the significance of celebrating Advent and Christmas; the significance of celebrating Holy Week and Easter with reference to interpretations of 1 Corinthians 15:12-15.

12 Now if Christ be preached that he rose from the dead, how say some among you that there is no resurrection of the dead? 13 But if there be no resurrection of the dead, then is Christ not risen: 14 And if Christ be not risen, then is our preaching vain, and your faith is also vain. 15 Yea, and we are found false witnesses of God; because we have testified of God that he raised up Christ: whom he raised not up, if so be that the dead rise not.

3.6 The future of the Christian Church: Church growth, the history and purpose of missionary and evangelical work including reference to Mark 16:15; what the Church does locally, nationally and globally; divergent Christian attitudes of why evangelical work is important for the Church and for individual Christians.

15 And he said unto them, Go ye into all the world, and preach the gospel to every creature.

3.7 The role and importance of the local church in the local community: how and why it helps the individual believer and the local area; local parish activities including interpretations of 1 Peter 5:1-4, ecumenism, outreach work, the centre of Christian identity and worship through living practices.

The elders which are among you I exhort, who am also an elder, and a witness of the sufferings of Christ, and also a partaker of the glory that shall be revealed: 2 Feed the flock of God which is among you, taking the oversight thereof, not by constraint, but willingly; not for filthy lucre, but of a ready mind; 3 Neither as being lords over God's heritage, but being examples to the flock. 4 And when the chief Shepherd shall appear, ye shall receive a crown of glory that fadeth not away.

3.8 The role and importance of the Church in the worldwide community: how and why it works for reconciliation and the problems faced by the persecuted Church; divergent Christian attitudes about Christian teachings about charity including 1 Corinthians 13 and Matthew 25: 31-46; the work of Christian Aid, what they do and why.

Though I speak with the tongues of men and of angels, and have not charity, I am become as sounding brass, or a tinkling cymbal. 2 And though I have the gift of prophecy, and understand all mysteries, and all knowledge; and though I have all faith, so that I could remove mountains, and have not charity, I am nothing.

31 When the Son of man shall come in his glory, and all the holy angels with him, then shall he sit upon the throne of his glory: 32 And before him shall be gathered all nations: and he shall separate them one from another, as a shepherd divideth his sheep from the goats: 33 And he shall set the sheep on his right hand, but the goats on the left. 34 Then shall the King say unto them on his right hand, Come, ye blessed of my Father, inherit the kingdom prepared for you from the foundation of the world: 35 For I was an hungred, and ye gave me meat: I was thirsty, and ye gave me drink: I was a stranger, and ye took me in: 36 Naked, and ye clothed me: I was sick, and ye visited me: I was in prison, and ye came unto me. 37 Then shall the righteous answer him, saying, Lord, when saw we thee an hungred, and fed thee? or thirsty, and gave thee drink? 38 When saw we thee a stranger, and took thee in? or naked, and clothed thee? 39 Or when saw we thee sick, or in prison, and came unto thee? 40 And the King shall answer and say unto them, Verily I say unto you, Inasmuch as ye have done it unto one of the least of these my brethren, ye have done it unto me. 41 Then shall he say also unto them on the left hand, Depart from me, ye cursed, into everlasting fire, prepared for the devil and his angels: 42 For I was an hungred, and ye gave me no meat: I was thirsty, and ye gave me no drink: 43 I was a stranger, and ye took me not in: naked, and ye clothed me not: sick, and in prison, and ye visited me not. 44 Then shall they also answer him, saying, Lord, when saw we thee an hungred, or athirst, or a stranger, or naked, or sick, or in prison, and did not minister unto thee? 45 Then shall he answer them, saying, Verily I say unto you, Inasmuch as ye did it not to one of the least of these, ye did it not to me. 46 And these shall go away into everlasting punishment: but the righteous into life eternal.

3 And though I bestow all my goods to feed the poor, and though I give my body to be burned, and have not charity, it profiteth me nothing. 4 Charity suffereth long, and is kind; charity envieth not; charity vaunteth not itself, is not puffed up, 5 Doth not behave itself unseemly, seeketh not her own, is not easily provoked, thinketh no evil; 6 Rejoiceth not in iniquity, but rejoiceth in the truth; 7 Beareth all things, believeth all things, hopeth all things, endureth all things. 8 Charity never faileth: but whether there be prophecies, they shall fail; whether there be tongues, they shall cease; whether there be knowledge, it shall vanish away. 9 For we know in part, and we prophesy in part. 10 But when that which is perfect is come, then that which is in part shall be done away. 11 When I was a child, I spake as a child, I understood as a child, I thought as a child: but when I became a man, I put away childish things. 12 For now we see through a glass, darkly; but then face to face: now I know in part; but then shall I know even as also I am known. 13 And now abideth faith, hope, charity, these three; but the greatest of these is charity.

Section 2: Religion, Philosophy and Social Justice - CHRISTIANITY

Page 4 of the EXAM!

Section 4: Equality

4.1 Christian teaching on human rights: Christian teachings and responses to the nature, history and purpose of human rights; the importance of human rights and why Christians might support them including Proverbs 14:31; divergent Christian responses to the need for and application of individual human rights including the support offered by Situation Ethics; Christian responses to atheist and Humanist arguments about human rights.

He that oppresseth the poor reproacheth his Maker: but he that honoureth him hath mercy on the poor. Reflect on Photograph (Justice For Hilsborough) – share thoughts Proverbs 14: 31 “Whoever is kind to the needy honours God.” I think this means… Activity Cards: In groups, select the right you think is most important to you (explain why to your group). Explain history of Universal Declaration of Human Rights Students select one which they find most important and explain why. Watch youtube clip – 3 things that I have learned from this clip. Christian teachings – Human Rights TASK: Select ONE of the examples below and explain why a Christian be against the following: A business owner who pays below the minimum wage. A member of another faith being bullied for their beliefs. Independent Newspaper article – Justice For Hilsborough (ECHR) Written Task:

• Explain why some Christians think human rights should always be observed and why some Christians do not. Also include your own point of view as a conclusion. (Gold)

• Explain why some Christians think human rights should always be observed and why some Christians do not. (Silver)

• Explain why some people think human rights should always be observed and why some people do not. (Bronze)

4.2 Christian attitude towards equality: Christian teachings and responses to the causes of inequality and problems caused by inequality in the world; Christian teaching about equality including

But of these who seemed to be somewhat, (whatsoever they were, it maketh no matter to me: God accepteth no man's person:) for they who seemed to be somewhat in conference added nothing to me:

Galatians 2:6 possible solutions and the reasons for them; Christian responses to atheist and Humanist arguments about inequality.

STARTER (Consolidate learning/re-cap for anyone absent last lesson) Bronze: Give one example of a human right and why it is important. Silver: Explain why some Christians support human rights. Gold: Explain why some Christians support human rights making reference to Biblical teachings. Activity Card Sort: Reasons why some Christians support human rights/solutions – sort into two cups. Complete Assessment Sheet (a question and d question). (SEN/D/PP: Students can be supported by using activity cards to help devise responses – particularly d) style question).

4.3 Christian attitudes towards religious freedom: Christian teachings and responses to the nature of religious freedom including reference to the Catechism of the Catholic Church 1747; the response of the Church to a multi-faith society; the benefits and challenges for Christians living in a multi-faith society.

1747 The right to the exercise of freedom, especially in religious and moral matters, is an inalienable requirement of the dignity of man. But the exercise of freedom does not entail the putative right to say or do anything. Student/shared drive: Y9: Unit 4: Religious Freedom L.O/ To understand arguments for and against religious freedom STARTER: Match statistics with major world religion in UK (according to UK Census 2011). – repeat this at end of lesson to show progress made. 4 images of Christmas lights in UK cities. Students reflect on images. Which city? Which festival is being celebrated? Why? TASK 2 – Students explain Religious Inclusivism and Religious Exclusivism in own words. TASK 3 – complete worksheet showing understanding of benefit or challenge for religious person. Newspaper article – EDL March Liverpool 2017 – Hindu Cultural Centre is requesting people opposing the march attend the cultural centre. PLENARY: Bronze, Silver, Gold Question Activity.

4.4 Christian attitude to prejudice and discrimination: Christian teachings and responses to the nature of prejudice and

Student/Shared Drive: RE : Y9: Unit 4: Prejudice and Discrimination

discrimination and the problems they cause; Christian teachings on why prejudice and discrimination against religions is wrong including reference to Galatians 2:28.

L.O/ To explain Christian teachings and responses to the nature of prejudice and discrimination and the problems they cause. Galatians 2: 1-10 STARTER: What do all the images have in common? Explain Ginger Pride Walk in Edinburgh Add Prejudice and Discrimination to A-Z Glossary Reflect on poster images: Women Drivers and Men Multi-tasking Men Working Ahead Sign and Yorkie not for girls wrapper Reflect on prejudice and discrimination in the media (Jacqui Oatley first female Football presenter) – article. Ali G clip – interview with Feminist: Students write any examples of prejudice/discrimination portrayed in short clip. Explain:

• Racial and Religious Hatred Act 2006

• Education Act 2011

• Equality Act 2010 In groups students reflect and complete worksheet. Person 1 completes speech bubble 1, passes it to 2nd peson who completes speech bubble 2 and continue around small group. (Each work sheet has a different quotation – differentiation) PLENARY: Complete Bronze, Silver, Gold Activity.

4.5 Christian attitudes towards racial harmony: Christian teachings and responses to racial harmony including interpretations of John 13: 34 including links to situation ethics; how and why Christians have worked for racial harmony including the work and teachings of Desmond Tutu; the benefits for Christians of living in a multi-ethnic society.

34 “A new command I give you: Love one another. As I have loved you, so you must love one another. 34 “A new command I give you: Love one another. As I have loved you, so you must love one another.

4.6 Christian attitudes towards racial discrimination: Christian teachings and responses to racial discrimination, how and why racial discrimination causes problems in society including Acts 17:26; divergent Christian, Humanist and atheist responses to racial discrimination.

And hath made of one blood all nations of men for to dwell on all the face of the earth, and hath determined the times before appointed, and the bounds of their habitation;

4.7 Christian attitudes to social justice: Christian teachings and responses to the nature and history of the distribution of wealth and opportunity in the UK and the world; Christian teaching about social justice including reference to Matthew 25: 40, and the way the Church works for social justice; divergent Christian, Humanist and atheist responses including links to situation ethics.

0 And the King shall answer and say unto them, Verily I say unto you, Inasmuch as ye have done it unto one of the least of these my brethren, ye have done it unto me.

4.8 Christian attitudes towards wealth and poverty: Christian teachings and responses to the nature and causes of poverty in the UK and in the world including absolute and relative; Christian teachings about wealth and poverty including biblical examples such as Matthew 25:35-36.

For I was an hungred, and ye gave me meat: I was thirsty, and ye gave me drink: I was a stranger, and ye took me in: 36 Naked, and ye clothed me: I was sick, and ye visited me: I was in prison, and ye came unto me.

SEPARATE EXAM

Area of Study 2 – Religion, Peace and Conflict (ISLAM)

Page 1 of the EXAM!

Section 1: Muslim Beliefs

1.1 The Six Beliefs of Islam: their nature, history and purpose including Kitab al-iman 1:4; how they are understood and expressed in Sunni and Shi’a Muslim communities today; the importance of these principles for Muslims.

SUMMARY: Explaining Al-Iman (Faith), Al-Islam, and Al-Ihsan, and The Obligations of Al-Iman With Affirmation of The Qadar of Allah, Glorious And Most High is He. And Explaining The Evidence For Declaring One's Innocence Of One Who Does Not Believe In Al-Qadar, And Having A Harsh View Of His Case

1. Belief in Allah as the one and only God (Tawhid) 2. Belief in angels. 3. Belief in the holy books which are books of Abraham, The

Torah, Psalms, Gospel and Qur’an 4. Belief in the Prophets... e.g. Adam, Ibrahim (Abraham), Musa

(Moses), Dawud (David), Isa (Jesus). ... 5. Belief in the Day of Judgement... ... 6. Belief in Predestination..Supremacy of God's will.

1.2 The five roots of `Usul ad-Din in Shi’a Islam: their nature, history and purpose of the five roots including reference to their Qur’anic basis including Surah 71:18; the importance of these principles for different Shi’a communities today including Sevener and Twelver; divergent understandings of these principles within Sunni Islam.

What are the 5 roots of ‘Usul ad-Din in Shi’a Islam? Tawhid (Oneness) Adalah (Justice) Nubuwwah (Prophethood) Imamah (Leadership) Yawm al-Qiyyamah (The Day of Resurrection) Then He will return you into it and extract you [another] extraction.

1.3 The nature of Allah: how the characteristics of Allah are shown in the Qur’an and why they are important: Tawhid (oneness)

And We certainly sent into every nation a messenger, [saying], "Worship Allah and avoid Taghut." And among them were those whom Allah guided, and among them were those upon whom error

including Surah 16:36, immanence, transcendence, omnipotence, beneficence, mercy, fairness and justice, Adalat in Shi’a Islam.

was [deservedly] decreed. So proceed through the earth and observe how was the end of the deniers.

1.4 Risalah: the nature and importance of prophethood for Muslims including Surah 2:136; what the roles of prophets teach Muslims, exemplified in the lives of Adam, Ibrahim, Isma’il, Musa, Dawud, Isa, Muhammad.

Say, [O believers], "We have believed in Allah and what has been revealed to us and what has been revealed to Abraham and Ishmael and Isaac and Jacob and the Descendants and what was given to Moses and Jesus and what was given to the prophets from their Lord. We make no distinction between any of them, and we are Muslims [in submission] to Him."

1.5 Muslim holy books (kutub): the nature, history, significance and purpose of Muslim holy books with reference to the Qur’an, Tawrat (Torah) including Surah 53:36, Zabur (Psalms) including Surah 4:163; Injil (Gospel) including Surah 5:46, Sahifah (Scrolls); the importance of the Muslim holy books for Muslims today. Divergent understandings of their importance today for the lives of Muslims.

Or has he not been informed of what was in the scriptures of Moses. Indeed, We have revealed to you, [O Muhammad], as We revealed to Noah and the prophets after him. And we revealed to Abraham, Ishmael, Isaac, Jacob, the Descendants, Jesus, Job, Jonah, Aaron, and Solomon, and to David We gave the book [of Psalms]. And We sent, following in their footsteps, Jesus, the son of Mary, confirming that which came before him in the Torah; and We gave him the Gospel, in which was guidance and light and confirming that which preceded it of the Torah as guidance and instruction for the righteous.

1.6 Malaikah: the nature and importance of angels for Muslims; how angels Jibril, Izra’il and Mika’il are shown in the Qur’an including Surah 19, 32:11, and 2:98, and their significance for Muslims today.

Kaf- Ha-Ya-'Ain-Sad. [These letters are one of the miracles of the Qur'an, and none but Allah (Alone) knows their meanings]. Say, "The angel of death will take you who has been entrusted with you. Then to your Lord you will be returned." Whoever is an enemy to Allah and His angels and His messengers and Gabriel and Michael - then indeed, Allah is an enemy to the disbelievers.

1.7 Al-Qadr: the nature and importance of Predestination for Muslims; how al-Qadr and human freedom relates to the Day of Judgement including reference to Surah 11:110, and 57:14 divergent understandings of predestination in Sunni and Shi’a Islam; the implications of belief in al-Qadr for Muslims today.

And We had certainly given Moses the Scripture, but it came under disagreement. And if not for a word that preceded from your Lord, it would have been judged between them. And indeed they are, concerning the Qur'an, in disquieting doubt. The hypocrites will call to the believers, "Were we not with you?" They will say, "Yes, but you afflicted yourselves and awaited [misfortune for us] and doubted, and wishful thinking deluded you until there came the command of Allah . And the Deceiver deceived you concerning Allah .

1.8* Akhirah: Muslim teachings about life after death; the nature of judgement, paradise and hell; how they are shown in the Qur’an including Surah 10:45 and 17:49; divergent ways in which Muslims teachings about life after death affect the life of a Muslim.

And on the Day when He will gather them, [it will be] as if they had not remained [in the world] but an hour of the day, [and] they will know each other. Those will have lost who denied the meeting with Allah and were not guided And they say, "When we are bones and crumbled particles, will we [truly] be resurrected as a new creation?"

Section 2: Religion, Peace and Conflict (ISLAM)

Page 2 of the EXAM!

CRIME AND PUNISHMENT

2.1 Muslim attitudes towards justice: Muslim teachings about the nature of justice and why justice is important for Muslims including Qur’an 4:135; Muslim responses to why justice is important for the victim.

O you who have believed, be persistently standing firm in justice, witnesses for Allah , even if it be against yourselves or parents and relatives. Whether one is rich or poor, Allah is more worthy of both. So follow not [personal] inclination, lest you not be just. And if you distort [your testimony] or refuse [to give it], then indeed Allah is ever, with what you do, Acquainted.

2.2 Muslim attitudes towards crime; Muslim teachings and responses to the nature, causes and problems caused by crime; Muslim teachings about crime including a distraction from Allah in Surah 5:90-91; what action is taken by Muslim individuals and Muslim groups to end crime including the Muslim Chaplains Association and the work of Mosaic.

O you who have believed, indeed, intoxicants, gambling, [sacrificing on] stone alters [to other than Allah ], and divining arrows are but defilement from the work of Satan, so avoid it that you may be successful.

2.3 Muslim teachings about good, evil and suffering: Muslim teachings about the nature of good actions, how they are rewarded, and the nature of evil actions; divergent Muslim teachings about why people suffer including Surah 21:23.

He is not questioned about what He does, but they will be questioned.

2.4 Muslim attitudes towards punishment: divergent Muslim teachings and attitudes to the nature and use of punishment including Surah 2: 178 and 5:45 links to situation ethics; Muslim teachings on why punishment can be regarded as justice and why punishment might be needed in society.

O you who have believed, prescribed for you is legal retribution for those murdered - the free for the free, the slave for the slave, and the female for the female. But whoever overlooks from his brother anything, then there should be a suitable follow-up and payment to him with good conduct. This is an alleviation from your Lord and a mercy. But whoever transgresses after that will have a painful punishment. And We ordained for them therein a life for a life, an eye for an eye, a nose for a nose, an ear for an ear, a tooth for a tooth, and for wounds is legal retribution. But whoever gives [up his right as] charity, it is an

expiation for him. And whoever does not judge by what Allah has revealed - then it is those who are the wrongdoers.

2.5 Muslim attitudes towards the aims of punishment: divergent Muslim attitudes towards each of the aims of punishment (protection, retribution, deterrence and reformation); Qur’anic teachings about punishment including Surah 4: 26-28.

Allah wants to make clear to you [the lawful from the unlawful] and guide you to the [good] practices of those before you and to accept your repentance. And Allah is Knowing and Wise. Allah wants to accept your repentance, but those who follow [their] passions want you to digress [into] a great deviation. And Allah wants to lighten for you [your difficulties]; and mankind was created weak.

2.6 Muslim teachings about forgiveness: Muslim teachings and responses about the nature and importance of forgiveness including Surah 64:14, how offenders are forgiven by the community and why this is needed; Muslim responses to the nature and use of restorative justice, and why it is important for criminals.

O you who have believed, indeed, among your wives and your children are enemies to you, so beware of them. But if you pardon and overlook and forgive - then indeed, Allah is Forgiving and Merciful.

2.7 Muslim teachings about the treatment of criminals: Muslim teachings about the treatment of criminals including interpretations of Surah 76:8; divergent Muslim attitudes towards the use of torture, human rights, fair trial, trial by jury including the application of ethical theories such as situation ethics; atheist and Humanist attitudes towards the treatment of criminals and Muslim responses to them.

And they give food in spite of love for it to the needy, the orphan, and the captive,

2.8 Muslim attitudes towards the death penalty: the nature and purpose of punishment; divergent Muslim teachings about the nature, purpose and arguments surrounding the use of capital punishment including Sahih Muslim Hadith 16: 4152; atheist and Humanist attitudes towards the use of capital punishment and Muslim responses to them.

'Abdullah (b. Mas'ud) reported Allah's Messenger (Peace be upon him) as saying: It is not permissible to take the life of a Muslim who bears testimony (to the fact that there is no god but Allah, and I am the Messenger of Allah, but in one of the three cases: the married adulterer, a life for life, and the deserter of his Din (Islam), abandoning the community.

Section 2: Religion, Peace and Conflict (ISLAM)

Page 3 of the EXAM!

LIVING THE MUSLIM LIFE

3.1 Ten Obligatory Acts of Shi’a Islam: their nature, history and purpose of the Ten Obligatory Acts; the diversity of practice and importance of Ten Obligatory Acts for Shi’a Muslims today; their basis in the Qur’an including reference to Surah 9:71; divergent understandings of these principles within Sunni Islam including links with the Five Pillars.

The believing men and believing women are allies of one another. They enjoin what is right and forbid what is wrong and establish prayer and give zakah and obey Allah and His Messenger. Those - Allah will have mercy upon them. Indeed, Allah is Exalted in Might and Wise. Students devise a pie chart representing Sunni and Shia Muslims around the world. (85% 15%) Reflect on figures for the Middle East. Explain “divergent attitudes” (explaining that there are many different schools within Islam similarly to Christianity e.g. Catholic, Protestant etc). Add technical vocabulary to A – Z. Activity cards in small groups – Match definitions/Ten Obligatory Acts. Students to give one example of amr bil ma’roof/Nahi anil munkar GCSE style questions: a) and b) H/W: Complete worksheet (explaining each of the Ten Obligatory Acts)

3.2 Shahadah as one of the Five Pillars: the nature, role and significance of Shahadah for Sunni and Shi’a Muslims including reference to Surah 3:18; why reciting Shahadah is important for Muslims, and its place in Muslim practice today.

Allah witnesses that there is no deity except Him, and [so do] the angels and those of knowledge - [that He is] maintaining [creation] in justice. There is no deity except Him, the Exalted in Might, the Wise. Reflect on the pictures – what do they all have in common? Give one example of a time you made a commitment Add keywords to A – Z. Show image of all Five Pillars of Islam.

Listen to the declaration of faith (youtube clip) Translate Arabic – English. Surah 3: 18-19 Surah 4: 48 Naseem Hamed (youtube clip) declaring his faith at the end of a boxing match. Musical chairs – students answer questions when music stops. GCSE style questions: a) and b) question.

3.3* Salah as one of the Five Pillars including reference to Surah 15: 98-99 and 29:45: the nature, history, significance and purpose of salah for Sunni and Shi’a Muslims including any divergent understandings; how salah is performed including ablution, times, directions, movements and recitations, in the home and mosque and Jummah prayer.

So exalt [ Allah ] with praise of your Lord and be of those who prostrate [to Him]. And worship your Lord until there comes to you the certainty (death).

3.4 Sawn as one of the Five Pillars: the nature, role, significance and purpose of fasting during Ramadan including Surah 2: 183-185; those who are excused from fasting and why; the significance of the Night of Power; why Laylat al-Qadr is important for Muslims today.

O you who have believed, decreed upon you is fasting as it was decreed upon those before you that you may become righteous - [Fasting for] a limited number of days. So whoever among you is ill or on a journey [during them] - then an equal number of days [are to be made up]. And upon those who are able [to fast, but with hardship] - a ransom [as substitute] of feeding a poor person [each day]. And whoever volunteers excess - it is better for him. But to fast is best for you, if you only knew. The month of Ramadhan [is that] in which was revealed the Qur'an, a guidance for the people and clear proofs of guidance and criterion. So whoever sights [the new moon of] the month, let him fast it; and whoever is ill or on a journey - then an equal number of other days. Allah intends for you ease and does not intend for you hardship and [wants] for you to complete the period and to glorify Allah for that [to] which He has guided you; and perhaps you will be grateful.

3.5 Zakah as one of the Five Pillars and Khums: the nature, role, significance and purpose of zakah and khums including Surah 9: 60 and 8: 41; why zakah is important for Sunni Muslims; why khums is important for Shi’a Muslims; the benefits of receiving zakah or khums. Student/Shared Drive: Religious Studies: RELIGION, PEACE & CONFLICT (Islam)/Living the Muslim Life/3.5 Zakah and Khums

Zakah expenditures are only for the poor and for the needy and for those employed to collect [zakah] and for bringing hearts together [for Islam] and for freeing captives [or slaves] and for those in debt and for the cause of Allah and for the [stranded] traveler - an obligation [imposed] by Allah . And Allah is Knowing and Wise. And know that anything you obtain of war booty - then indeed, for Allah is one fifth of it and for the Messenger and for [his] near relatives and the orphans, the needy, and the [stranded] traveler, if you have believed in Allah and in that which We sent down to Our Servant on the

day of criterion - the day when the two armies met. And Allah , over all things, is competent. Hand post-it note to students as they arrive at the door. Answer the question YES or NO – do you think it’s good to give to charity? Turn post-it note over. Write one reason for your opinion. Ask students to come up and place post-it note at the front. Select a few – read – share opinions. Write down the name of the kindest person you know. Explain why they are kind. Add keywords to A – Z. Show images of living the rich life. Class vote – who wants to be rich? Top 5 list – if you won the lottery at the weekend. Hands up if charity was one of the five on your list. Read Surah 9: 60 Subject knowledge – 4th Pillar of Islam. Three things you know about Zakah and Khums (monitor progress) Independent learners task: walk around the room, complete worksheet GCSE style questions: Explain two reasons why Muslims give to the poor. (4) `It’s the duty of governments, not individuals, to take care of the less fortunate.’ Evaluate this statement considering arguments for and against. In your response you should: Refer to Muslim teachings Reach a justified conclusion.

3.6 Hajj as one of the Five Pillars: the nature, role, origins and significance of hajj including Surah 2: 124-127; 22:27-29; how hajj

And [mention, O Muhammad], when Abraham was tried by his Lord with commands and he fulfilled them. [ Allah ] said, "Indeed, I will make you a leader for the people." [Abraham] said, "And of my

is performed and why hajj is important for Muslims; benefits and challenges from attending hajj. Student/Shared Drive: Religious Studies: RELIGION, PEACE & CONFLICT (Islam)/Living the Muslim Life/ 3.6 Hajj (GM) (SS)

descendants?" [ Allah ] said, "My covenant does not include the wrongdoers." And [mention] when We made the House a place of return for the people and [a place of] security. And take, [O believers], from the standing place of Abraham a place of prayer. And We charged Abraham and Ishmael, [saying], "Purify My House for those who perform Tawaf and those who are staying [there] for worship and those who bow and prostrate [in prayer]." And [mention] when Abraham said, "My Lord, make this a secure city and provide its people with fruits - whoever of them believes in Allah and the Last Day." [ Allah ] said. "And whoever disbelieves - I will grant him enjoyment for a little; then I will force him to the punishment of the Fire, and wretched is the destination." And [mention] when Abraham was raising the foundations of the House and [with him] Ishmael, [saying], "Our Lord, accept [this] from us. Indeed You are the Hearing, the Knowing. A country that I would like to visit at some point in my life time is… Beach Ball Activity Show GCSE b) style question: Explain two reasons why Hajj is important for Muslims (4) Kagan Acitivity (Give each student a laminated card – one set contains 1-28 numbered cards) – See power-point GM for details. Watch Mike Tyson interview clip (youtube) https://www.youtube.com/watch?v=2xJ2iH49ZvE Answer questions to consolidate learning (Bronze/Silver/Gold) Paste image of Hajj route in books Complete b) style question as outlined above. SEN: Scaffold: Hajj is…Firstly…Secondly… D.I.R.T Task – Magpie from Gold response (7)

3.7 Jihad: the origins, meaning and significance of jihad in Islam; the difference between lesser and greater jihad; the conditions for declaration of lesser jihad including reference to Surah 2:190, 22:39; divergent understandings of jihad within Islam; the importance of jihad in the life of Muslims. Student/Shared Drive: Religious Studies: RELIGION, PEACE & CONFLICT (Islam)/Living the Muslim Life/3.7 Jihad

Fight in the way of Allah those who fight you but do not transgress. Indeed. Allah does not like transgressors. Permission [to fight] has been given to those who are being fought, because they were wronged. And indeed, Allah is competent to give them victory. Show images of front page newspapers relating to Jihad in the news in the UK.

Student reflection: Think about the word Jihad - When have you heard it used? What do you think it means? Scenario Cards: 6 different scenarios – give a set of cards to each group or different cards to students sitting near one another. Ask them to reflect on the scenario. What should the person do? If a country is attacked do you think the country should fight back? I think……………….because……………………………….. Students to reflect on the quotation in the Qur’an - “Fight in God’s cause against those who fight you, but do not overstep the limits: God does not love those who overstep the limits. (Surah 2: 190-194) Students to write in their own words what they think this means. Reflect on the Hadith: “The greatest Jihad is to battle your own soul, to fight the evil within yourself.” Examples of personal jihad. Truetube clip. Answer questions on sheet while watching the clip. Stretch and Challenge: Why do you think Muhammad said it was harder to struggle with your own temptations than it is to fight in a battle? Address misinformation about Jihad. For example link to media images. Explain that suicide is banned in the Qur’an. It is a sin. (Lesser Jihad does not permit terrorism). The Amman Declaration 2005 GCSE style questions: `The greater jihad is more important than the lesser jihad.’ Homework: Bronze: Collage on Islam/Muslims in the news. One paragraph explaining how Islam is portrayed in the news.

Gold: Why are acts of terrorism not “jihad” in the true Muslim sense of the word?

3.8 The nature, origins, activities, meaning and significance of the celebration/commemoration of Id-ul-Adha, with reference to Surah 37:100-111, and Id-ul-Fitr in Sunni Islam with reference to their place within Shi’a Islam; and Id-ul-Ghadeer, with reference to Hdith and the interpretation of Surah 5:3, and Ashura in Shi’a Islam with reference to their place within Sunni Islam. Student/Shared Drive: Religious Studies: RELIGION, PEACE & CONFLICT (Islam)/Living the Muslim Life/3.8 Celebrations and Commemorations

My Lord, grant me [a child] from among the righteous." So We gave him good tidings of a forbearing boy. And when he reached with him [the age of] exertion, he said, "O my son, indeed I have seen in a dream that I [must] sacrifice you, so see what you think." He said, "O my father, do as you are commanded. You will find me, if Allah wills, of the steadfast." And when they had both submitted and he put him down upon his forehead, We called to him, "O Abraham, You have fulfilled the vision." Indeed, We thus reward the doers of good. Indeed, this was the clear trial. And We ransomed him with a great sacrifice, And We left for him [favorable mention] among later generations: Peace upon Abraham." Indeed, We thus reward the doers of good. Indeed, he was of Our believing servants. Reflect on photographs A-Z: Add keywords Reflection on special times of year for you Walk around the classroom to complete worksheet (finding clues) Media Clips: Bronze, Silver, Gold Task Complete c) style GCSE Question – Look at marking criteria (Bronze, Silver, Gold)

Section 2: Religion, Peace and Conflict (ISLAM)

Page 4 of the EXAM!

PEACE AND CONFLICT

4.1 Muslim attitudes towards peace: Muslim teachings about the nature and importance of peace including Surah 25:63; Muslim understandings about Islam as a religion of peace and how this may be understood in the life of a Muslim.

Real believers are those who walk (upon the earth) with modesty; And when the foolish ones address them with harsh words, They reply: Peace!”

4.2 The role of Muslims in peace making: Muslim teachings about peace making; the importance for Muslims of justice, forgiveness and reconciliation in peace making including Surah 41:34-35; the work of Muslims working for peace today, the divergent approaches in what they do and why they try to work for peace including any links to situation ethics.

And not equal are the good deed and the bad. Repel [evil] by that [deed] which is better; and thereupon the one whom between you and him is enmity [will become] as though he was a devoted friend. But none is granted it except those who are patient, and none is granted it except one having a great portion [of good].

4.3 Muslim attitudes to conflict: Muslim teachings and responses to the nature and causes of conflict; Muslim responses to the problems conflict causes within society including Surah 2:190 and links to situation ethics; atheist and Humanist views about the causes of conflict and Muslim responses to them.

Fight in the way of Allah those who fight you but do not transgress. Indeed. Allah does not like transgressors.

4.4 Pacifism: divergent Muslim teachings and responses to the nature and history of pacifism including interpretations of Surah 5:28; Muslim teachings about passive resistance and examples of its use within Islam including elements of the Arab Spring; atheist and Humanist views towards pacifism and passive resistance.

If you should raise your hand against me to kill me - I shall not raise my hand against you to kill you. Indeed, I fear Allah , Lord of the worlds.

4.5 Just War Theory: divergent Muslim teachings and responses to the nature and importance of the Just War Theory including reference to Sunni and Shi’a Islam; the conditions of a Just War

And what is [the matter] with you that you fight not in the cause of Allah and [for] the oppressed among men, women, and children who say, "Our Lord, take us out of this city of oppressive people and appoint for us from Yourself a protector and appoint for us from Yourself a helper?"

within Islam with specific reference to the lesser jihad including reference to Surah 4:75; divergent opinions on whether Just War is possible for Muslims today and links to situation ethics.

4.6 Holy War: the nature of a holy war (Harb al-Maqadis) within Islam; Muslim teachings about war and peace as shown in the Qur’an; Muslim teachings about war with specific reference to the lesser jihad including interpretations of Surah 2:190-193 and 8:61.

Fight in the way of Allah those who fight you but do not transgress. Indeed. Allah does not like transgressors. And kill them wherever you overtake them and expel them from wherever they have expelled you, and fitnah is worse than killing. And do not fight them at al-Masjid al- Haram until they fight you there. But if they fight you, then kill them. Such is the recompense of the disbelievers. And if they cease, then indeed, Allah is Forgiving and Merciful. Fight them until there is no [more] fitnah and [until] worship is [acknowledged to be] for Allah . But if they cease, then there is to be no aggression except against the oppressors.

4.7 Weapons of mass destruction (WMD): Muslim teaching and responses to the problems and benefits of WMD; divergent Muslim attitudes towards the use of such weapons including Surah 2: 205; atheist and Humanist attitudes towards the use of weapons of mass destruction and Muslim responses to them.

And when he goes away, he strives throughout the land to cause corruption therein and destroy crops and animals. And Allah does not like corruption.

4.8 Issues surrounding conflict: divergent Muslim teachings and responses to the nature of problems involved in conflict – violence, war, and terrorism; how Muslims have worked to overcome these issues including Surah 9:41 and 22:41; atheist and Humanist views towards the issues surrounding conflict and Muslim responses to them.

Go forth, whether light or heavy, and strive with your wealth and your lives in the cause of Allah. That is better for you, if you only knew. [And they are] those who, if We give them authority in the land, establish prayer and give zakah and enjoin what is right and forbid what is wrong. And to Allah belongs the outcome of [all] matters.