GCSE RELIGIOUS STUDIES COMPONENT 3 ISLAM GCSE Religious

GCSE RELIGIOUS STUDIES COMPONENT 3 - ISLAM

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples In this section there are various activities based around examination answers which you could use with your students and RE departments. There will also be an opportunity to discuss and raise questions about any aspects of the syllabus you might find challenging or would like further guidance on. All the materials are available electronically to take away at the end of this session.

GCSE Religious Studies EDUQAS Component 3 Islam Qu 1 (a) Tawhid Rank the following six answers to question 1 (a) What do Muslims mean by ‘tawhid’? Remember this is about knowledge and is marked out of 2: 1 mark for a simple definition 2 marks for some development 0 if the answer does not address this specific question (even if it is on the topic in general) 1 (a)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples This can be done in pairs with a pack of answers paper clipped together. This type of activity works best with shorter answers. Once you have ordered the answers, add your marks and justify why. 1 (a)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 1 (a) These answers score 2. There is clear development shown. In fact, there is enough to score 2 marks without all of each answer – extra is given but 2 is the maximum awarded for this question.

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples These answers score 1 mark. The definition of one God is correct. The rest is broadly correct about Islamic beliefs in God, but does not add to the definition of tawhid which is specifically about oneness. 1 (a)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples These answers score 0. They are on the topic in general but do not define tawhid. 1 (a)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Further activities: • • Making 3 sentences using the word tawhid to develop their confidence in using specialist terms Take the 1 mark answers and develop them to make 2 mark responses Make a scatter graph of all the qualities of God in Islam and then highlight those ones specifically relevant to oneness from their graph Flip the question to the negative and discuss what is not tawhid (following the negative definition given in one of the responses) 1 (a)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 1 (b) Describe Muslim beliefs about Adam [5] Starter Quiz: Choose the best answer from options ABCD 1. Adam was made from: A The rib of Eve B The clay of the earth C Light D The breath of Allah 1 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2. Adam was the: 3. Adam lived in: A First creature on earth B Servant of Allah and the angels C First human being D Last Prophet of God A The garden of Eden B The garden of Damascus C Butterfly Mountain, Sri Lanka D The seventh heaven 1 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 4. In Islam, Adam’s wife was named: 5. Muslims believe Adam was the first: A Khadija B Aisha C Mariam D Hawa A Man, Prophet and bringer of a holy book B Christian, Muslim and Jew C Man, Prophet and Muslim D Prophet, angel and man 1 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 6. Which of the following came last: 7. Eating the forbidden fruit meant: A Iblis B Isa (Jesus) C Ibrahim (Abraham) D Adam A Adam had disobeyed Allah and Iblis B Adam and Hawa were sent to earth C Adam was no longer a Prophet D Adam was forever a sinner 1 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 1 (b) Describe Muslim beliefs about Adam [5] Answers 1. Adam was made from: A The rib of Eve B The clay of the earth C Light D The breath of Allah Notes: Allah fashioned Adam out of clay then breathed life into him. Some traditions suggest Hawa (Eve), Adam’s wife, was made from a rib of Adam (but not the other way round). Angels were made of light, not Prophets. 1 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Answers 2. Adam was the: A First creature on earth B Servant of Allah and the angels C First human being D Last Prophet of God 3. Adam lived in: A The garden of Eden B The garden of Damascus C Butterfly Mountain, Sri Lanka D The seventh heaven Notes: Adam was not the first creature in the order of creation, and was not the servant of the angels – rather they were ordered to bow down to him. He lived in the garden of Eden. For your interest, some Muslims, Hindus and Christians venerate ‘Adam’s footprint’ on Butterfly Mountain (also known as Adam’s Peak) in Sri Lanka, where it is said that Adam landed on earth having been expelled from the Garden of Eden. 1 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 4. In Islam, Adam’s wife was named: 5. Muslims believe Adam was the first: A Khadija B Aisha C Mariam D Hawa A Man, Prophet and bringer of a holy book B Christian, Muslim and Jew C Man, Prophet and Muslim D Prophet, angel and man 1 (b) Notes: Adam did not bring a holy book. Only 4 messengers are said to bring a book in Islam: Musa (Moses), Dawud (David), Isa (Jesus) and Muhammad. Other Prophets brought teachings to different peoples.

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Answers 6. Which of the following came last: A Iblis B Isa (Jesus) C Ibrahim (Abraham) D Adam 7. Eating the forbidden fruit meant: A Adam had disobeyed Allah and Iblis B Adam and Hawa were sent to earth C Adam was no longer a Prophet D Adam was forever a sinner Notes: Isa (Jesus) came after the other 3; Iblis came first and refused to bow down to Adam did not disobey Iblis, the tempter; and even after being sent to earth he received Allah’s forgiveness and was still his Prophet. 1 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Use your answers to the multiple choice quiz to help write an answer to: 1 (b) Describe Muslim beliefs about Adam [5] 1 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Levels descriptors for part (b): highlight excellent, good, limited 1 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Sort the following answers into excellent, good and limited 1 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Limited – 1 mark Band 1 Marks 1 A limited statement of information about the religious idea, belief, practice, teaching or concept. A limited understanding of how belief influences individuals, communities and societies. Uses religious/specialist language and terms and/or sources of wisdom and authority in a limited way. 1 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Good – 3 marks 1 (b) Band 2 Marks 2 -3 A good, generally accurate answer showing knowledge and understanding of the religious idea, belief, practice, teaching or concept. A good understanding of how belief influences individuals, communities and societies. Uses religious/specialist language and terms and/or sources of wisdom and authority generally accurately.

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Excellent – 4 marks Band 3 Marks 4 -5 An excellent, coherent answer showing knowledge and understanding of the religious idea, belief, practice, teaching or concept. An excellent understanding of how belief influences individuals, communities and societies. Uses a range of religious/specialist language, terms and sources of wisdom and authority extensively, accurately and appropriately. Shows excellent knowledge with all these points made 1 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Excellent – less common points made but still an excellent answer Band 3 Marks 4 -5 An excellent, coherent answer showing knowledge and understanding of the religious idea, belief, practice, teaching or concept. An excellent understanding of how belief influences individuals, communities and societies. Uses a range of religious/specialist language, terms and sources of wisdom and authority extensively, accurately and appropriately. 1 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 1 (c) Explain why prophethood is important in Islam. [8] Band 4 Marks 7 -8 An excellent, highly detailed explanation showing knowledge and understanding of the religious idea, belief, practice, teaching or concept. An excellent understanding of how belief influences individuals, communities and societies. Uses a range of religious/specialist language, terms and sources of wisdom and authority extensively, accurately and appropriately. 1 (c)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 1 (c) Explain why prophethood is important in Islam. [8] How would you rate this answer? Consider: . . explanation showing knowledge and understanding of the religious idea, belief, practice, teaching or concept. . . understanding of how belief influences individuals, communities and societies. . . religious/specialist language, terms and sources of wisdom and authority 1 (c)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples This answer reaches band 4 8 Marks An excellent, highly detailed explanation showing knowledge and understanding of the religious idea, belief, practice, teaching or concept. An excellent understanding of how belief influences individuals, communities and societies. Uses a range of religious/specialist language, terms and sources of wisdom and authority extensively, accurately and appropriately. 1 (c)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 1 (c) Importance of Prophethood in Islam: Mind mapping – remember the band descriptors Na Me bi sse n ger Individual e. g. Sunnah of Muhammad provides examples how to perform rituals lu s Ra phet Pro Community e. g. Moses saved community from Pharaoh Isa (Jesus) Injeel (Gospels) Society Prophets were reformers who turned people away from idolatry – such as Ibrahim and Muhammad both cleared the Kaaba of idols

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 1 (d) 'Belief in angels is no longer important for Muslims. ' [15] Band 5 Marks 13 -15 An excellent, highly detailed analysis and evaluation of the issue based on detailed knowledge of religion, religious teaching and moral reasoning to formulate judgements and present alternative or different viewpoints. An excellent understanding of how belief influences individuals, communities and societies. Uses and interprets religious/specialist language, terms and sources of wisdom and authority extensively, accurately and appropriately. 1 (d)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Venn diagram: Role of angels in Islam PAST PRESENT FUTURE 1 (d)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples PAST Brought holy books Guidance to Messengers/ Prophets Obeyed Allah PRESENT Watching over Muslims Recording deeds In Muslims thoughts, to keep on straight path FUTURE Report deeds at Judgement Role in events announcing last days 1 (d)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 1 (d) 'Belief in angels is no longer important for Muslims. ' [15] How would you rate this answer? 1 (d)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 1 (d) 'Belief in angels is no longer important for Muslims. ' [15] Level 2 – 4 marks Limited statement(s) of more than one viewpoint based on limited knowledge of religion, religious teaching and moral reasoning to formulate judgements. A limited understanding of how belief influences individuals, communities and societies. Uses limited religious/specialist language and terms and/or few sources of wisdom and authority. 1 (d)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 1 (d) 'Belief in angels is no longer important for Muslims. ' [15] Answer A 1 (d)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 1 (d) 'Belief in angels is no longer important for Muslims. ' [15] Answer A: Band 4 – 12 marks Analysis not quite developed enough for band 5 Band 5 Marks 13 -15 An excellent, highly detailed analysis and evaluation of the issue based on detailed knowledge of religion, religious teaching and moral reasoning to formulate judgements and present alternative or different viewpoints. An excellent understanding of how belief influences individuals, communities and societies. Uses and interprets religious/specialist language, terms and sources of wisdom and authority extensively, accurately and appropriately. Band 4 Marks 10 -12 A very good, detailed analysis and evaluation of the issue based on accurate knowledge of religion, religious teaching and moral reasoning to formulate judgements and present alternative or different viewpoints. A very good understanding of how belief influences individuals, communities and societies. Uses and interprets religious/specialist language, terms and sources of wisdom and authority appropriately and in detail.

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 1 (d) 'Belief in angels is no longer important for Muslims. ' [15] Answer B 1 (d)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 1 (d) Answer B Good 1 (d) 'Belief in angels is no longer important for Muslims. ' [15] Band 3 – 8 marks

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 1 (d) 'Belief in angels is no longer important for Muslims. ' [15] Answer C 1 (d)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 1 (d) 'Belief in angels is no longer important for Muslims. ' [15] 1 (d) Answer C Very good Band 4 – 12 marks

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples After completing a few weeks work you may wish to re -enforce and develop memory with Do Now activities: 1. 2. 3. 4. Question from last lesson Question from last week Question from last month Question from last term All should be knowledge based to help embed core knowledge Re-cap

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Example Do Now activities: 1. What is tawhid? 2. Give 1 belief about Adam 3. Give 1 importance of Prophets for individual Muslims today 4. State one future role of angels Re-cap

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (a) What do Muslims mean by ‘halal’? [2] The following is a good example which has given a definition and developed it, with a clear, accurate and specific example. 2 (a)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples The following examples are along the right lines. They each score 1 mark. But they could be improved by being more specific and adding some development, such as an example. Choose two answers and explain why these answers only get 1 mark each. Now re-write each answer, developing it to get 2 marks. 2 (a)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Allowed food is Ok, though it would be better to add detail, such as slaughtered in the name of Allah. The food itself is an example: halal is a category of action which is allowed, which applies to many actions. Adding this would improve the answer. The definition permitted is OK, but the example is not specific enough since the ingredients might contain other things allowed or not. The answers could be improved with a more specific example. 2 (a)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Definition OK but example not specific enough Again, example not quite correct/ specific – not haram is along the right lines but this needs explaining. Not haram in itself in insufficient. The food might still not be halal. Too general to be developed enough for 2 marks – but could easily be improved with a brief example, such as money earned from a halal action not involving cheating, immoral activity, alcohol or gaining interest. 2 (a)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Further activities: • • Give students 2 coloured highlighters and a selection of answers. Ask them to highlight in one colour basic definitions and a different colour where answers have been developed. Draw two circles and label them halal and haram (forbidden). Write 5 examples in each circle of activities that could be halal / haram. Discuss and choose the two best examples. Do you think any action could possibly change category depending on circumstance – such as haram food if you were starving and had nothing to eat? Discuss in class. 2 (a)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (b) Describe how Muslims may spend zakat money. [5] 2 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Rank these responses to 2 (b) then give each a mark 2 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (b) Describe how Muslims may spend zakat money. [5] Limited Band 1 Marks 1 A limited statement of information about the religious idea, belief, practice, teaching or concept. A limited understanding of how belief influences individuals, communities and societies. Uses religious/specialist language and terms and/or sources of wisdom and authority in a limited way. 2 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (b) Describe how Muslims may spend zakat money. [5] Good Band 2 2 Marks A good, generally accurate answer showing knowledge and understanding of the religious idea, belief, practice, teaching or concept. A good understanding of how belief influences individuals, communities and societies. Uses religious/specialist language and terms and/or sources of wisdom and authority generally accurately. 2 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (b) Describe how Muslims may spend zakat money. [5] Excellent Band 3 4 Marks An excellent, coherent answer showing knowledge and understanding of the religious idea, belief, practice, teaching or concept. An excellent understanding of how belief influences individuals, communities and societies. Uses a range of religious/specialist language, terms and sources of wisdom and authority extensively, accurately and appropriately. 2 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (b) Describe how Muslims may spend zakat money. [5] Excellent Band 3 5 Marks An excellent, coherent answer showing knowledge and understanding of the religious idea, belief, practice, teaching or concept. An excellent understanding of how belief influences individuals, communities and societies. Uses a range of religious/specialist language, terms and sources of wisdom and authority extensively, accurately and appropriately. 2 (b)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (b) Some of the specialist terms used in these answers: Zakat Hajj Obligatory Shia Sunni Allah Five Pillars Immoral disaster • Use each word in a new sentence – speak out loud • Make a glossary of words used

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Part (c) tree explanation ter ms s rm te terms influence 2 (c)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (c) Uses a range of religious/specialist language, terms and sources of wisdom and authority extensively, accurately and appropriately. Part (c) tree terms ter ms s rm te

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples An excellent, highly detailed explanation showing knowledge and understanding of the religious idea, belief, practice, teaching or concept. Part (c) tree explanation 2 (c) explanation

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Part (c) tree 2 (c) An excellent understanding of how belief influences individuals, communities and societies. influence

2 (c) GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (c) Explain what the two types of jihad mean for Muslims. [8] explanation ter ms s rm te terms influence

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (c) Explain what the two types of jihad mean for Muslims. [8] Effect on community: r d; e ss ar e L utw O ar w Authority: Muhammad example Effect on individual: Try harder to get up early to pray Fajr Or fast in Ramadan whilst others around eat Gr Inn eate str er r ug gle Jihad: striving Struggle against inner weakness to follow the morals and traditional practices of Islam, even when they are difficult Rules for holy war: limited, defensive, called by religious leader, cannot involve women/ children/ harm to crops Effect on society: Jihad to struggle against wrongs in society, injustices (can be non violent political campaign)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (c) Explain what the two types of jihad mean for Muslims. [8] Answer A This is a band 4 answer, 8 marks Why does it deserve this award? Band 4 Marks 7 -8 An excellent, highly detailed explanation showing knowledge and understanding of the religious idea, belief, practice, teaching or concept. An excellent understanding of how belief influences individuals, communities and societies. Uses a range of religious/specialist language, terms and sources of wisdom and authority extensively, accurately and appropriately. 2 (c)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (c) Explain what the two types of jihad mean for Muslims. [8] Answer A Examples of good terms/ language used Understanding of how belief influences individuals, communities and societies Detailed explanation showing knowledge and understanding 2 (c)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (c) Explain what the two types of jihad mean for Muslims. [8] Answer B Evaluate this answer 2 (c)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (c) Explain what the two types of jihad mean for Muslims. [8] Answer B Band 3 6 marks A very good, detailed explanation showing knowledge and understanding of the religious idea, belief, practice, teaching or concept. A very good understanding of how belief influences individuals, communities and societies. Uses a range of religious/specialist language, terms and sources of wisdom and authority accurately and appropriately. 2 (c)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (c) Explain what the two types of jihad mean for Muslims. [8] Answer C Evaluate this answer 2 (c)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (c) Explain what the two types of jihad mean for Muslims. [8] Answer C Band 2 4 marks A good, generally accurate explanation showing some knowledge and understanding of the religious idea, belief, practice, teaching or concept. A good understanding of how belief influences individuals, communities and societies. Uses religious/specialist language, terms and/or sources of wisdom and authority generally accurately 2 (c)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (d) ‘All Muslims must go on pilgrimage. ‘ [15] Band 5 Marks 13 -15 An excellent, highly detailed analysis and evaluation of the issue based on detailed knowledge of religion, religious teaching and moral reasoning to formulate judgements and present alternative or different viewpoints. An excellent understanding of how belief influences individuals, communities and societies. Uses and interprets religious/specialist language, terms and sources of wisdom and authority extensively, accurately and appropriately. 2 (d)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Put your money where your mouth is Trading game 1. 2. 3. 4. 5. 6. 7. 8. 2 (d) Study this topic first On post its, write down as many arguments as you can for this question It may be helpful to have boards, such as mini whiteboards, for each students to display their post its on Each student to be given 3 coin tokens Now interact with others (can be in groups or whole class) to sell your post it arguments by persuading others how good each is – each one you sell for one coin token Buy post it arguments from others to help develop your own argument and add them to your mini whiteboard or card Remember, the more persuasive you are the better you will be at selling your notes. The point of this is to develop your skill at evaluation and particularly thinking about the strength and weakness of your arguments When trading finishes, re-arrange your notes to form an essay structure and write up

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Put your money where your mouth is Trading game 2 (d) You might give out a few pre-written post it notes with arguments on as examples or to get students started, or to help differentiation Examples: • Hajj is a pillar of Islam and pillars are compulsory • Not everyone can afford to perform Hajj so you should not judge Muslims on their wealth • If all Muslims went on Hajj there would be too much congestion to perform the rituals • Hajj is the ultimate spiritual experience in which all Muslims feel united with the world wide Ummah • ….

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (d) ‘All Muslims must go on pilgrimage. ‘ [15] Answer A Band 3 7 marks A good, generally detailed analysis and evaluation of the issue based on a generally accurate knowledge of religion, religious teaching and moral reasoning to formulate reasonable judgements and recognise alternative or different viewpoints. A good understanding of how belief influences individuals, communities and societies. Uses and interprets some religious/specialist language, terms and/or sources of wisdom and authority. 2 (d)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (d) ‘All Muslims must go on pilgrimage. ‘ [15] The following two answers are both in the same band. Which band is it? One is at the top and the other at the bottom of the band. Which is which and why? 2 (d)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (d) ‘All Muslims must go on pilgrimage. ‘ [15] Answer B 2 (d)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (d) ‘All Muslims must go on pilgrimage. ‘ [15] Answer C 2 (d)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (d) ‘All Muslims must go on pilgrimage. ‘ [15] Band 4 Marks 10 -12 A very good, detailed analysis and evaluation of the issue based on accurate knowledge of religion, religious teaching and moral reasoning to formulate judgements and present alternative or different viewpoints. A very good understanding of how belief influences individuals, communities and societies. Uses and interprets religious/specialist language, terms and sources of wisdom and authority appropriately and in detail. 2 (d)

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples 2 (d) ‘All Muslims must go on pilgrimage. ‘ [15] Answer B – 10 marks Good details given as well as a quote, although a bit too much narrative – remember part (d) responses are marked on analysis and evaluation. Answer C – 12 marks Very good analysis and an attempt to evaluate the strength of arguments which could be developed further. A little more use of specialist language and detail to back up arguments could push this answer to band 5.

GCSE Religious Studies EDUQAS Component 3 Islam Activities and examples Exit ticket 1. Where do Muslims go on pilgrimage? 2. State 2 reasons why Muslims go on pilgrimage. 3. Give your most persuasive reason why a Muslim should be excused going on pilgrimage. 2 (d)