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Today we learnt about the word 'Hajj' and how Muslims take a special journey. We talked about some of our own special journeys that we've taken before. Then we drew our own postcards to demonstrate a special journey, and took turns presenting to the class where we've been.

Then we looked at where Mecca is on a map using Google Maps and then found it on an atlas. 

Can I say what happens on day 1 of the Hajj?

Can I say what Hajj is and who it is special to?

A special journey has to include a plane or going far away- 'I haven't been on holiday before.' When we were looking at each others' post cards, we talked about what a special journey could include; whether it was a journey we make around Christmas time like to see an auntie or a grandparent, or a holiday to somewhere far away. We talked about what makes journeys special (different food, seeing people that are special to us) and different to our everyday journeys, like when we travel to school.

Can I say whether completing Hajj makes you a better Muslim?

Today we read the story of Ibrahim using our reciprocal reading skills, and acted out some of the parts. Then we looked at some of the key parts of day 3 of the Hajj, and filled in some missing key vocabulary words. After that, we practised our fluency reading skills and read our passage aloud to the class!

Can I say what happens on day 2 of the Hajj?

Today we read a diary entry from someone who's been on the Hajj. We talked about what type of clothes they would wear, what they were able to see, and how they spent their time. Then we wrote our own speech bubbles, pretending we were on the Hajj ourself. We performed these in front of the class.

After that, we labelled all the objects that someone going on the Hajj might use. 

Today we learnt about the word 'Hajj' and how Muslims take a special journey. We talked about some of our own special journeys that we've taken before. Then we drew our own postcards to demonstrate a special journey, and took turns presenting to the class where we've been. Our special journeys ranged from school trips to Blackpool zoo, holidays to Spain and a special trip to see relatives in Pakistan!

Today we learnt about what the Hajj is. We looked at some important artefacts that are important to the Hajj. Then we discussed what types of people would find taking part in the Hajj important. 

First we recapped what happens on day 3 of the Hajj.

On day three of the Hajj, pilgrims return to Mina to stone the devils. Seven stones are thrown at each of the three pillars to commemorate Ibrahim’s rejection of Satan. They also celebrate the festival of Id-ul-Adha at Mina. A central part of the festival is the sacrifice of an animal, and after many men have their heads shaved and women cut off a lock of their hair. The festival reminds Muslims that they should be ready to give up their worldly possessions and share with those less fortunate. The pilgrims then return to Mecca where they make a final seven circuits of the Kaaba, completing the rights of pilgrimage

We wrote speech bubbles in the role of someone who had been on day 1 of the Hajj.

Today we had a discussion about what completing Hajj means to Muslims. We talked about people who might not be able to go on the Hajj, and the reasons for this. Then we focused on some of our oracy skills to persuade each other to argue our side of the debate: Does completing Hajj make you a better Muslim?

Key question: What day do you think Muslims feel closest to Allah?

Here are some of our debates...

Then we thought about what type of things we'd ask forgiveness for.

Can I recall what Muslims do on day 3 of the Hajj?

Misconception: Mosab ‘They walk around 7 times’. He needed vf with ‘Kabah’. Tyler is a red/amber.

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