The Six Beliefs

Overview

Subject: Religious Education
Key Stage: GCSE (KS4)
Age Group: 14-16 years
Lesson Duration: 60 minutes
Class Size: 27 students
Curriculum Area: Beliefs in Islam, Sunni and Shi’a interpretations

Learning Objectives

• Understand the six core beliefs of Islam (Īmān) and their source in the Kitab al-Īmān.
• Analyse the historical development and the purpose of these beliefs.
• Explain how these beliefs are expressed in Sunni and Shi’a Muslim communities.
• Evaluate the importance of these principles in the daily lives of Muslims.

Resources Needed

• Whiteboard and markers
• Printed handouts of the six beliefs of Islam
• A short video clip illustrating the similarities and differences between Sunni and Shi’a beliefs
• Projector and screen
• Qur'an excerpts (pre-selected passages)
• Student notebooks and pens

Lesson Outline

Introduction (10 minutes)

1. Greetings and Settling the Class
   Begin with a greeting in Arabic: "Assalamu Alaikum" (Peace be upon you). Engage students by asking if they know what it means. Write the phrase on the board.

2. Hook: Importance of Core Beliefs
   Ask students to jot down in their notebooks: "What is a belief you hold that guides your life?" After a minute, invite a few students to share their beliefs and facilitate a brief discussion.

3. Objective Sharing
   Clearly outline what students will learn today: the six beliefs central to Islam, their sources, historical significance, and current interpretations in Sunni and Shi’a communities.

Core Content (35 minutes)

Presentation and Discussion (15 minutes)

1. The Six Beliefs of Islam
   Present each of the six beliefs, including a brief history and their scriptural sources from the Kitab al-Īmān (Sahih Muslim, Book 1, Hadith 4):

   • Belief in Allah
   • Belief in the Angels
   • Belief in the Holy Books
   • Belief in the Prophets
   • Belief in the Day of Judgement
   • Belief in divine Decree (Al-Qadar)

2. Qur'anic References
   Briefly read and explain relevant Qur'anic excerpts that underpin each belief. For example:

   • Belief in Allah: Surah Al-Ikhlas (112:1-4)
   • Belief in Angels: Surah Tahrim (66:6)
   • Emphasize the unity and diversity in interpretation between Sunni and Shi’a communities.

Group Activity (20 minutes)

1. Dividing the Class
   Split the class into six groups, each assigned one belief.

2. Research and Role Play
   Each group will have 10 minutes to research how their assigned belief is understood in both Sunni and Shi’a traditions using handouts and excerpts provided. They are then tasked with creating a short role-play to showcase these interpretations.

3. Performance and Feedback
   Groups present their role-play (approx. 2 minutes each). After each performance, engage the class in a discussion about what was showcased and how it relates to the importance of the belief in Muslims’ daily lives.

Conclusion (15 minutes)

1. Video Clip Viewing
   Show a pre-selected, concise video (5 minutes) highlighting differences and similarities in practices and beliefs between Sunni and Shi’a Muslims.

2. Reflective Writing
   Ask students to write a short paragraph reflecting on which belief they find most interesting and why, emphasising its significance in one’s spiritual life.

3. Q&A and Summary
   Allow time for students to ask questions. Summarize the key points discussed, stressing the shared elements and the spiritual richness they bring to the Muslim communities.

Homework

Ask students to choose one belief and create a mind map that includes its historical background, scriptural references, and expressions in contemporary Muslim societies.

Assessment

• Informal assessment through group activities and presentations.
• Evaluate student understanding through their reflective writing and participation in discussions.

Differentiation

• Provide additional resources and guidance for students needing extra support.
• Offer extension tasks for high-achieving students, such as researching a modern-day figure or event that exemplifies one of the beliefs.

Reflection for Teachers

Consider what aspects of the lesson were most engaging for students. Reflect on the balance of input and activities, and adjust future lessons to enhance understanding and interest in such a multidimensional topic.