Focus

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Christian and Muslim Funeral Rites

Specification links / Funeral Rites
Christian and Muslim beliefs of the afterlife.
Objective(s)
Outcome / •To examine what happens at a Christian and Muslim Funeral
•To be able to identify the differences and similarities of a Christian and Muslim Funeral.
-Describe what happens at a Christian & Muslim Funeral by;
  • Identifying the correct information with the appropriate image [ Christian Image ]
  • Sequencing activity – Christian Funeral
  • Responding to the 5 W’s Questioning and organising information
  • Using the Venn diagram interactively identifying the similarities and differences of a Christian and Islamic funeral–/ paired work / interactive whiteboard.
  • Applying the knowledge and understanding to an examination question
Pupils will need to show their learning through response to activities and examination questions using, ‘assessment for learning’ – peer assessment
Suggested sequence of activities / Muslim Funeral Rites
The 5 W’S activity
Printed word documents 1] Pupil sheet 2] descriptions 3] 5 w’s
1] Teacher shows photograph of the Muslim funeral on the whiteboard.
The teacher can choose how to use the photograph initially. [‘view image’]
Some of the following questions can be asked by the teacher to the pupils. More questions can be created or less depending on the level of the pupils.
Who is at the funeral?
Who else might be there that you can’t distinguish in the photograph?
What is happening at the funeral?
What do they do with the body
Where does the funeral take place?
Where else do they go?
When does the funeral take place
Why is the body laid on the ground?
Why is the body wrapped in white cloth?
Pupils can be encouraged to think of more questions and answers depending their prior knowledge.
Or/ the teacher can ask the pupils to generate the questions in response to the 5 ‘w’s and answers if they know them.
2] Identify which text best fits into the 5 w’s [teacher can organise this activity in different ways e.g.
i. paired work at first using the printed out text from envelopes, work out where to place each statement of text by the appropriate ‘W’
ii.Or/ the 5’w’s [paper copy of each of the 5 ‘W’sseparate A4 paper. Text read from whiteboard. Pupils choose and show one of the ‘W’s they think the text matches. Teacher or another pupil drags the text.
The text will show if it is correct or wrong with a tick or cross.
Jeopardy activity [Muslim Funeral rites]
Printed word document of answer statements
This activity can be used as a starter the following lesson as a form of assessment. It can also be used as a revision activity to recall knowledge and understanding of the Muslim funeral rites.
Pupils can work independently or partner to work out the question to the given one word answers.
Teacher print out statements to give out to pupils
Christian Funeral rites-Matching / organising
Images and descriptions -publisher paper document
Sequencing statements - publisher paper document
1] Picture stimulus and information –Teacher can print out beforehand. Pupils work with a partner then interactively on the whiteboard.
Drag statements to the correct picture. Tick or cross will appear.
Pupils then decide if some are incorrect where to place them.
Teacher can use activity for the pupils to take notes.
2] Sequencing activity for pupils to visualise the order of the Christian funeral–Teacher can print out statements for paired work. Sequencing activity on whiteboard can also be used as a starter activity to introduce Christian Funeral Rites or as a revision tool. The statements are dragged into the correct order. The statement will move back if incorrect.
This can also be used as a starter activity the following week to recap.
Venn diagram –Christian & Muslim Funeral Rites
Venn diagram descriptions- publisher document and Venn diagram A3 sheet
[Pupils can work in pairs first if sheets have been printed out.]
This is a useful tool for helping pupils to classify factors relating to the two different funeral rites from the religious traditions. The activity can also be used in different ways as there are different functions to it.
Teacher can select which function depending on the group or level of challenge.
The functions are as follows:
‘Hide marking’; ‘Hide criteria’, ‘Show solution’.
It can also encourage further discussion.
Other notes
Pupil document sheets /
  • Examiners Marking schemes –Print out and laminate A01&A02
  • 5 w’s mind map & listing with image of Muslim funeral –teacher print both for pupils to choose how to record notes & for revision purposes
  • Christian Funeral Rites –images and text
  • Christian Funeral Rites – sequencing statements.
  • Venn diagram A3 and A4 size and text
  • Examination questions – assessment for learning
Laminating the examiners marking scheme and card activities is worthwhile as they canthey are more protected and can be used for the future. Pupils can also annotate on them whilst being able to rub out easily.
Other resources
(not provided) / Believing and Living –Islam p87, Christianity p84/85, Hinduism p86 Judaism p88
Craigen and White, Believing and living, [ Hodder ]
Exam link / Past Questions
Describe the funeral rites from one religious tradition. (6)
Describe the funeral rites from twodifferent religious traditions [6]
Always prepare pupils for the one religious tradition mark answer.
Use the A02 examiners marking scheme for the above [6] mark question
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‘Assessment for Learning’ [Peer assessment]
  • Choose one or more of the above exam questions.
  • Pupils should all have their own copy of the examiners marking scheme
  • If interactive whiteboard available teacher should show it to aid discussion & guide pupils in their assessment for learning.
  • Discuss with pupils what will help them attain the higher marks.
  • Pupils swap answers and assess each other’s work.
  • Pupils must write on the answer why they have awarded marks or what needs to be added to the answer to attain full marks.