Learning Beyond The Classroom (LBTC)

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Learning beyond the classroom (LBTC) gives pupils a first-hand experience and deepens what is learnt in subjects. A report from Ofsted (2008) evaluated the importance of learning beyond the classroom and found that when (LBTC) is closely constituted to subject curriculum which provides ample opportunities for pupils to engage in learning, then it contributes considerably in promoting pupils standards and enhancing their personal, social, and emotional development.

Going to the mosque for pupils is important as it allows them to know what is in a Mosque and why it is an important place for Muslims. It further links to the national curriculum (2:13) knowing “about places of religious importance, preferably exploring through visits; they way …show more content…

Taking pupils on the visit to the Mosque will allow them to leave the classroom environment to explore their local setting which allows for an authentic experience contributing towards particular content learning and attributing meaning to it. Nadelson and Jordan (2012) state that taking pupils on visits to the wider community increases their knowledge, fosters a curiosity for the content taught and has a positive effect on their values. This is reiterated by Mahgoub & Alawad (2014), as they state that pupils creativity and practical skills are increased and developed by taking pupils to visit places of worship such as …show more content…

In Mosques the religious community congregates to remember and pray to God. The architecture of the Mosque serves these needs. In consequence, pupils on a visit to a Mosque enter a place which represents lived religion. Children’s curiosity is built from (LBTC) where they can explore a new location, learn about new things (Ostroff, 2012: 7–53). This is supported by Bucher (2000: 44) who mentioned that this can be through visits to religious places were an experiential approach is fostered in learning. Children on the visit move from an educational environment to an environment which represents a place of worship, i.e. a Mosque as it allows for an original encounter as part of what is to be learned. It represents a vivid example of the content and provides a highly vital experience (Kindermann & Riegel, 2015). It allows pupils to acquire knowledge about the design and architecture of a Mosque and embed relevant instructional sequence by engaging pupils in secondary activities after the visit (Burrichter, 2013, Lei,

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