Five Pillars Explained

Overview

This 40-minute lesson is designed for Year 1 students in a special school (MLD Year 7/8 level), focusing on introducing the concept of the Five Pillars of Islam in a concrete, sensory, and engaging way. The lesson follows the requirements of the National Curriculum for England, specifically from the Religious Education (RE) programme of study for key stage 1 and adapted for special educational needs (SEN) learners, incorporating personal, social, and emotional development (PSED) where relevant.

National Curriculum Links

Religious Education (Key Stage 1 Programme of Study):
Pupils should be taught to:
- Recognise and name different religions and their practices.
- Understand some ways in which religious figures and key stories and teachings influence the lives of believers.
- Recognise that some people have beliefs about God and that these affect how they live.
Specific Learning Objectives for this Lesson:
- LO: I can describe the Five Pillars of Islam.
- WILF:
  - I can say what the Five Pillars of Islam are.
  - I can say why the Five Pillars of Islam are important to Muslims.

Learning Objectives

By the end of the lesson, students will:

Recognise and name the Five Pillars of Islam.
Understand, through simple explanation and sensory activities, why these pillars are important to Muslims.
Demonstrate understanding through practical, hands-on engagement.

Resources Needed

Large colourful visual cards showing the Five Pillars with symbols (Shahada, Salah, Zakat, Sawm, Hajj)
Sensory objects linked to each Pillar:
- Shahada: A simple print of the Islamic declaration (with key words highlighted)
- Salah: Small prayer mat or fabric square
- Zakat: A small box or jar to represent giving charity
- Sawm: Simple food props (dates or fruit)
- Hajj: Picture of the Kaaba or a 3D model
Storyboard or visual sequence chart
Large felt board or magnetic board
Name tags for students and teacher
Sticky notes or picture stickers
Whiteboard and marker
Timer or sand timer for timed activities

Lesson Structure

1. Introduction (5 minutes)

Greet students warmly; use name tags to reinforce inclusion and recognition.
Briefly explain: "Today we are going to learn about something very important to Muslims called the Five Pillars of Islam."
Show a large colourful poster of the Five Pillars with symbols. Explain very simply: "These are like special rules or actions Muslims try to follow every day."
Use simple, clear language and short sentences. Ask if anyone knows anything about Islam or has seen a mosque or Muslim friends. Use positive reinforcement.

2. Engage with Each Pillar through Practical Activity (25 minutes total - approx. 5 mins per pillar)

For each Pillar:

Show the visual card and say its name clearly (e.g., "This is the Shahada – it means saying ‘I believe in one God’").
Give the relevant sensory object and invite a volunteer to explore or hold it. For example, hold the prayer mat when explaining Salah.
Use a short, simple story or sentence to explain why the Pillar is important (e.g., "Muslims say the Shahada to show they love God").
Use the felt board to place the card and object picture in sequence, creating a visual story.
Ask a WILF question aloud, encouraging any answer and reinforcing: “Can you say the name of this Pillar?” or “Why do Muslims do this?”
Use positive feedback and, if needed, gestures or visuals to support students' understanding.

Pillars & Activities:

Shahada (Faith): Repeat the phrase ‘There is one God’ with the class (chant or say in rhythm).
Salah (Prayer): Feel the prayer mat, practise a small action like folding hands or bowing.
Zakat (Charity): Put coins or small "gifts" into a box. Discuss helping others.
Sawm (Fasting): Show a picture of food and explain Muslims don’t eat during the day when fasting.
Hajj (Pilgrimage): Look at the picture/3D Kaaba, explain Muslims travel there once a year.

3. Consolidation Game: Pillar Matching (5 minutes)

Use the felt or magnetic board with all five symbols/cards mixed up.
Invite students, one by one, to pick the correct card or object and place it in order on the board.
Encourage them to say the name of the Pillar as they place each card.
Use clapping or a sticker reward for participation and effort.

4. Plenary and Assessment (5 minutes)

Sit in a circle; use a “Pass the Ball” activity where the student holding the ball says one Pillar or why it is important (using words or phrases learned).
Teacher models and supports speech where needed.
Recap with a final simple sentence: “The Five Pillars help Muslims live and show they love God.”
Use pictures to visually reinforce understanding.
Give simple verbal praise to all students.

Differentiation & SEN Adaptations

Use clear, slow speech with repetitive phrases.
Use multi-sensory input (visual, tactile, auditory).
Frequent breaks or movement transitions as needed.
Positive reinforcement and praise for engagement, irrespective of verbal output.
Visual timetables and clear, predictable routines.
Use gestures and signs to support keywords (e.g., prayer, give, fast).

Assessment Notes

Formative assessment through observation: Can students identify and name at least 3 of the Five Pillars?
Can they communicate (verbally or non-verbally) why one Pillar is important?
Record names of students who answer confidently or participate in activities to inform next steps in RE learning.

Extension/Home Learning Suggestion

Create a “My Five Pillars” booklet with simple drawings or photos of the activities done today.
Encourage children to teach a family member one Pillar at home through a video or picture story.

Reflection for Teacher

Did the sensory materials maintain student engagement effectively?
Were students able to recall and say the Pillars’ names and meanings?
What adaptations worked best?
Consider using this lesson as a foundation for exploring additional religious practices next term.

This lesson plan prioritises practical, sensory engagement and simple language to foster understanding of a complex religious concept within the National Curriculum framework, adapted specifically for special educational needs learners.

Teaching Instructions