Lesson 3: Is all Arabic the same?

Learning objective

To explore the importance of Classical Arabic in Muslim beliefs and practices.

Success criteria

I can describe how the Adhan sounds.
I can

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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):

A1: Describe and

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Cross-curricular links

English

Spoken language

Pupils should be taught

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Before the lesson

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Lesson plan

1: Lesson plan

An area for you to put useful resources from the previous lesson

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Adaptive teaching

Pupils needing extra support:

Should use the Activity: How is Arabic used?: support version with some examples already sorted in the Main event; should use the question stems on slide 2 of the Presentation: Reflection question as a support in the Wrapping up.

Pupils working at greater depth:

Could sort all of the examples using Classical Arabic into additional categories: religious and cultural traditions; could share their ideas on the importance of reading the Qur’an in Classical Arabic versus understanding it in any language.

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Assessing progress and understanding

Pupils with secure understanding indicated by: identifying religious and cultural

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Vocabulary definitions

Adhan

The Muslim call to prayer.
Arab diaspora

People from Arab countries who live in different parts of the world.

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In this unit

Assessment: Does the language of scripture matter?

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Lesson 1: What came before written scripture?

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Lesson 2: How has Biblical Hebrew evolved?

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Lesson 3: Is all Arabic the same?

Lesson 4: Should prayers be said in their ‘original’ languages?

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Lesson 5: How important are translations of religious scripture?

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Lesson 6: Why does some religious scripture contain artwork?

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