This theme Identity Wearing the Hijab

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This theme . . . Identity Wearing the Hijab

Based on the work of Nicola Jeffery : The Mountbatten School Hampshire published in RE Secondary News Summer term 2010 Hampshire County Council

Key Questions for RE

Raises these important questions . . .

Why do Islamic women wear Hijab?

Should the wearing of the Hijab be allowed in public in Uk?

What rules should we have about religious clothing and wearing of symbols?

Six areas of enquiry (conceptual strands)

(a to f at least two )

Skills and attitudes can be taken from the key RE skills and attitudes on page and from approaches such as: Personal Learning and Thinking skills (PLTS) , SEAL , RRS (Rights Respecting Schools ) Critical Thinking as appropriate to your school’s curriculum context

Strand B practices and ways of Life: The importance of respect Wearing the Hijab

Strand D Identity and belonging: The challenges of belonging to a religion in UK

Strand F: Values and commitments: What should take priority the laws on the country or your beliefs?

Content may been taken from more than one religious tradition

Skills and Attitudes

From the syllabus list and more generic i.e. ICT

We want pupils to develop these skills and attitudes. .

Investigation – in RE this includes:

asking relevant questions;

knowing how to use different types of sources as a way of gathering information;

knowing what may constitute evidence for understanding religions.

Discernment – in RE this includes:

Explaining the significance of aspects of religious belief and practice;

Developing insight into people, motives, actions and consequences;

Seeing clearly how individuals might learn from the religions they study for themselves.

Critical awareness in religious education includes pupils:

  • Distinguishing between opinions, viewpoints and beliefs;

  • Being prepared to re-consider existing views;

  • Developing the ability to argue respectfully, reasonably and evidentially about religious and spiritual questions;

  • Being prepared to acknowledge bias and prejudice in oneself.

Levelled learning outcomes taken from

I can statements

Specifically we want them to be able to . . .

Stand B level 5 explain how similarities and differences within and between religions can make a difference to the lives of individuals and communities with reference to dress and wearing symbols

Strand D Level 6 consider the challenges of belonging to a religion today with reference to my own and other people’s views on wearing religious dress and symbols, supporting those views with reasons and examples

Strand F level 6 use reasoning and examples to express insights into the relationship between beliefs and teachings , focusing on things that are important to me

Teaching and learning activities

And we have devised these engaging teaching and learning activities to enable pupils to explore the question and achieve the outcomes . . .

Eg. P4C, TASC Wheel, Mantle of the Expert, Etc Etc

Engagement: Watch a section from the Film Pretty Woman as Vivian goes shopping in an upmarket clothing store.

Discuss; How she is treated? Has she done anything wrong? Why is she being treated this way? Is this right?

Show picture of a woman wear Hijab etc

This link contains a rather useful guide to all the different styles of Muslim dress

Ask similar questions.

This could be extended to look at issues such as wearing a crucifix, the wearing of Turbans etc.

Investigate: Research why an Islamic Woman might wear Hijab etc. Compare this with

Resources Poem ‘I am a Muslim Woman’

Misconceptions: Why do I wear Hijab

Research: styles in Hijabs etc

Evaluate: Use the double bubble activity and a range of articles etc from the internet and their own ideas to consolidate both points of view. .

Express: In 2010 the French Parliament introduced a law banning the wearing of the Veil in Public. In your view should such a law be introduced here?

Look at a range of current popular celebrities, What does how they dress say about what they believe?

Consider how you dress when you go out. What messages are you giving about what you believe?

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